Cancer Pain Treatment and Management: An Interprofessional Learning Module for Prelicensure Health Professional Students

Fishman, Scott M.; Copenhaver, David; Mongoven, Jennifer; Lorenzen, Kathryn; Schlingmann, Ellery; Young, Heather M.

doi:10.15766/mep_2374-8265.10953

Cited by 3 publications

(2 citation statements)

References 13 publications

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“… 10 Fishman and colleagues implemented a case-based session for health profession students focusing on cancer pain treatment and management. 11 Muzyk and colleagues developed an IP course on SUD and reported improvements in attitudes towards patients experiencing SUDs. 13 , 14 Additional reports in the literature describe other IPE sessions that have improved student understanding of opioid misuse, 15 OUD, 16 and pain management 17 through various case scenarios and small-group discussions.…”

Section: Introductionmentioning

confidence: 99%

An Interactive Online Interprofessional Opioid Education Training Using Standardized Patients

Remsberg,

Richardson,

Bray

et al. 2023

MedEdPORTAL

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Introduction Opioid pain management is complex and requires a collaborative approach. To prepare health professions students to care for patients who have chronic pain, we developed an interprofessional education (IPE) session for delivery using a virtual platform that featured a standardized patient (SP) interaction. Methods The SP case highlighted a patient on opioids for chronic low back pain resulting from a car accident. Despite no improvement in pain or function, the patient continued taking opioids and developed behaviors that could represent opioid misuse. During the synchronous, online session, interprofessional teams of students interviewed an SP and collaborated to develop a holistic care plan to address the patient's pain and potential opioid misuse. The session evaluation included pre- and postsession surveys. Results Over 750 students from medicine, pharmacy, nursing, and social work programs participated in the virtual IPE sessions during a single year. Students rated the session positively. Matched survey responses suggested improved confidence in knowledge and skills, and learning through Zoom was rated favorably. Discussion We successfully implemented a synchronous online IPE session involving SP interactions that allowed students to practice team-based care of a patient with chronic pain who was taking opioids. Based on the success of this IPE session, including the success of the online delivery model, future IPE sessions will continue virtually.

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Section: Introductionmentioning

confidence: 99%

An Interactive Online Interprofessional Opioid Education Training Using Standardized Patients

Remsberg,

Richardson,

Bray

et al. 2023

MedEdPORTAL

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“…Current evidence suggests that flipped classroom yields a significant improvement in health professionals' learning than traditional teaching methods [17]. Additionally, some reports suggest the usefulness of flipped classrooms in the training of interprofessional collaborative practice competencies [18][19][20]. However, the educational effects on ICPC have not been well investigated in using this approach.…”

Section: Introductionmentioning

confidence: 99%

Effective situation-based delirium simulation training using flipped classroom approach to improve interprofessional collaborative practice competency: a mixed-methods study

et al. 2022

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Background Interprofessional collaborative practice competency (ICPC) is key to providing safe, high-quality, accessible, patient-centred care. Effective delirium management, particularly, requires a multi-component intervention, including the use of interprofessional teams at care point. This research aims to investigate the effectiveness of the flipped classroom approach for improving ICPC in simulation-based delirium case management. Method An embedded mixed-methods study was designed to investigate the effects of the flipped classroom approach on health professionals’ performance in delirium management. The study population comprised nine health professionals (three physicians, nurses, and pharmacists each). They used pre-class study materials about delirium management via a digital learning platform before a simulation case training session. A readiness assurance process test was conducted on key concepts, covered in the pre-class study material. Participants were randomly assigned to three teams, each of which included health professionals. Each team participated in a simulation case scenario. For the quantitative outcome measures, the Chiba Interprofessional Competency Scale (CICS29), a validated scale for measuring competencies of interprofessional practice, was used before, after, and three months after the educational intervention. The qualitative component consisted of a post-training questionnaire and semi-structured focused group interviews about the impact of the flipped classroom approach. Result The CICS29 measured after the intervention and three months after was noted to be significantly higher than before the intervention. Three semi-structured focused group interviews were conducted (n=9), which, upon analysis revealed that the flipped classroom approach effected on four stages of Bloom's taxonomy level. A total of nine categories and 17 subcategories were identified corresponding to four levels of the revised Bloom’s taxonomy: remember (1), understand (12), apply (23), and analyse (3). Conclusion The simulation-based skill training using flipped classroom approach can be an effective method for improving ICPC for health professionals. In this approach, an elevated level of cognitive activity is practiced in the Bloom’s taxonomy, and the participants worked on an application-based case simulation that promoted higher level learning and engagement in interprofessional collaborative practice. This approach also established a basic common language of delirium assessment and management, thus facilitating communication among health professionals and improving ICPC.

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Promoting interprofessional education in surgery: development and evaluation of a clinical curriculum

Kim,

Krauter,

Zhao

2023

Global Surg Educ

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Purpose Interprofessional collaboration is essential in surgery, but health professions students have limited opportunities for interprofessional education (IPE) during training in authentic patient-care settings. This report describes the development and evaluation of a clinical interprofessional elective in otolaryngology for medical (MD) and nurse practitioner (NP) students. Methods MD and NP students were paired together on an inpatient otolaryngology consult service for one- or two-week rotations designed to promote interprofessional learning objectives. Students worked with different professions essential to the care of patients with voice, airway, and swallowing conditions, including surgeons, advanced practice providers, speech-language pathologists, nurses, and respiratory therapists. Students completed written daily reflections about their experiences and pre- and post-rotation surveys to assess comfort with course learning objectives. Paired t-tests and Cohen’s d effect sizes were used to compare pre/post responses, and thematic analysis was used to analyze all narrative data. Results Fourteen students (8 MD, 6 NP) students completed the rotation. All participants reported significant improvements on all learning objectives (p < 0.05) with large effect sizes (Cohen’s d range: 1.2–2.9), including their understanding of the responsibilities of each interprofessional team member. Participants described three overarching themes that characterized their learning experiences and supported the learning objectives: appreciation for interprofessional patient care, benefits of learning with an interprofessional peer, and clinician role modeling of effective interprofessional communication. Conclusions IPE can be successfully integrated into a clinical surgical rotation and enhance students’ understanding of the benefits of and strategies for effective interprofessional collaboration. The elective can serve as a model for IPE rotations in other surgical subspecialties and be extended to include students across the continuum of health professions education.

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Cancer Pain Treatment and Management: An Interprofessional Learning Module for Prelicensure Health Professional Students

Cited by 3 publications

References 13 publications

An Interactive Online Interprofessional Opioid Education Training Using Standardized Patients

An Interactive Online Interprofessional Opioid Education Training Using Standardized Patients

Effective situation-based delirium simulation training using flipped classroom approach to improve interprofessional collaborative practice competency: a mixed-methods study

Promoting interprofessional education in surgery: development and evaluation of a clinical curriculum

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