An Interprofessional Learning Module on Asthma Health Promotion

Saini, Bandana; Shah, Smita; Kearey, Phoebe; Bosnic‐Anticevich, Sinthia; Grootjans, John; Armour, Carol

doi:10.5688/ajpe75230

Cited by 40 publications

(41 citation statements)

References 33 publications

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“…The Attitudes Toward Health Care Teams Scale (ATHCTS) has been used in ten studies measuring attitudes towards interprofessional collaboration in a variety of settings, most commonly interprofessional education. [58][59][60][61][62][63][64][65][66][67] It consists of three subscales assessing attitudes about team value, team efficiency and the physician's shared role on the team. ATHCTS 65 The Ottawa Global Rating Scale has been used in multi-specialty education as an objective measurement of an individual's crisis resource management skills in simulated scenarios.…”

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confidence: 99%

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

et al. 2013

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OBJECTIVE: Valid teamwork assessment is imperative to determine physician competency and optimize patient outcomes. We systematically reviewed published instruments assessing teamwork in undergraduate, graduate, and continuing medical education in general internal medicine and all medical subspecialties. DATA SOURCES: We searched MEDLINE, MEDLINE In-process, CINAHL and PsycINFO from January 1979 through October 2012, references of included articles, and abstracts from four professional meetings. Two content experts were queried for additional studies. STUDY ELIGIBILITY: Included studies described quantitative tools measuring teamwork among medical students, residents, fellows, and practicing physicians on single or multi-professional (interprofessional) teams. STUDY APPRAISAL AND SYNTHESIS METHODS:Instrument validity and study quality were extracted using established frameworks with existing validity evidence. Two authors independently abstracted 30 % of articles and agreement was calculated. RESULTS: Of 12,922 citations, 178 articles describing 73 unique teamwork assessment tools met inclusion criteria. Interrater agreement was intraclass correlation coefficient 0.73 (95 % CI 0.63-0.81). Studies involved practicing physicians (142, 80 %), residents/fellows (70, 39 %), and medical students (11, 6 %). The majority (152, 85 %) assessed interprofessional teams. Studies were conducted in inpatient (77, 43 %), outpatient (42, 24 %), simulation (37, 21 %), and classroom (13, 7 %) settings. Validity evidence for the 73 tools included content (54, 74 %), internal structure (51, 70 %), relationships to other variables (25, 34 %), and response process (12, 16 %). Attitudes and opinions were the most frequently assessed outcomes. Relationships between teamwork scores and patient outcomes were directly examined for 13 (18 %) of tools. Scores from the Safety Attitudes Questionnaire and Team Climate Inventory have substantial validity evidence and have been associated with improved patient outcomes. LIMITATIONS: Review is limited to quantitative assessments of teamwork in internal medicine. CONCLUSIONS:There is strong validity evidence for several published tools assessing teamwork in internal medicine. However, few teamwork assessments have been directly linked to patient outcomes. 3,4 Recognizing this, the Institute of Medicine, the Joint Commission, the Agency for Healthcare Research and Quality (AHRQ), and others have made teamwork a top priority in their recommendations for improving healthcare. [5][6][7][8][9] Teamwork is also prominently positioned within the American Board of Internal Medicine (ABIM) requirements for maintenance of certification for internists, 10 as well as the Accreditation Council for Graduate Medical Education's core competencies, 11 milestones, 12 and medical student competencies. 13 As such, every physician at the undergraduate, graduate, and continuing professional level must demonstrate competency in teamwork.While there is broad agreement on the imperative to improve teamwork, there is littl...

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confidence: 99%

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

et al. 2013

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“…Prevalent examples of IPE include: working on interdisciplinary team-based patient cases or activities, rounding experiences, objective structured clinical exams (OSCEs), competitions, and outreach events. [3][4][5][6][7][8][9][10][11] While these IPE experiences are nonstandardized and site-dependent, the majority of them have shown positive effects on student attitudes toward interdisciplinary teamwork. [3][4][5][6][8][9][10][11][12] Similar to other health fields of study, US pharmacy programs have been charged with incorporating IPE into their curriculum.…”

Section: Introductionmentioning

confidence: 99%

Perceived Benefits and Challenges of Interprofessional Education Based on a Multidisciplinary Faculty Member Survey

Lash

Barnett

Parekh

et al. 2014

American Journal of Pharmaceutical Education

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Objective: To identify differences among faculty members in various health professional training programs in perceived benefits and challenges of implementing interprofessional education (IPE). Methods: A 19-item survey using a 5-point Likert scale was administered to faculty members across different health disciplines at a west coast, multicollege university with osteopathic medicine, pharmacy, and physician assistant programs. Results: Sixty-two of 103 surveys (60.2%) were included in the study. Faculty members generally agreed that there were benefits of IPE on patient outcomes and that implementing IPE was feasible. However, group differences existed in belief that IPE improves care efficiency (p50.001) and promotes team-based learning (p50.001). Program divergence was also seen in frequency of stressing importance of IPE (p50.009), preference for more IPE opportunities (p50.041), and support (p50.002) within respective college for IPE. Conclusions: Despite consensus among faculty members from 3 disciplines that IPE is invaluable to their curricula and training of health care students, important program level differences existed that would likely need to be addressed in advance IPE initiatives.

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“…The goal of this IPE project was to improve interprofessional communication and collaboration to provide a safe healthcare environment for veterans. Students in this course began with a high readiness for interprofessional learning across all three RIPLS subscales [33,39] , as compared to previous studies with interprofessional students (Wellmon, Gilin, Knauss, & Linn, 2012;Saini et al, 2011). This IPE project provided health professional students experiences that increased their learning, collaboration, and confidence in working in IPE teams.…”

Section: Discussionmentioning

confidence: 92%

An Interprofessional Education Project to Address Veterans’ Healthcare Needs

Peterson¹,

Brommelsiek²,

Amelung³

2016

IJHE

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Background/Objective: The number of veterans and their families seeking healthcare and support within civilian communities is increasing worldwide. There is a need for healthcare providers to provide sensitive, comprehensive care for veterans with both physical and behavioral health conditions. Many civilian providers are unfamiliar with veterans' issues and need training on military culture and combat experiences in order to provide compassionate, high quality care. An interprofessional (IPE) course to increase health professional students' understanding of military culture and the associated health problems of veterans was implemented and evaluated.

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An Interprofessional Learning Module on Asthma Health Promotion

Cited by 40 publications

References 33 publications

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

Teamwork Assessment in Internal Medicine: A Systematic Review of Validity Evidence and Outcomes

Perceived Benefits and Challenges of Interprofessional Education Based on a Multidisciplinary Faculty Member Survey

An Interprofessional Education Project to Address Veterans’ Healthcare Needs

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