Developing Clinical Faculty Understanding of Interprofessional Education: An Inter-institutional, Interprofessional Approach

Abstract

Introduction: The call for increasing interprofessional education requires institutional support for educators in the clinical environment. Innovative ideas, such as partnering with multiple universities and programs to facilitate an interprofessional workshop, have the opportunity to reach a broader group of clinical educators. The purpose of this study was to examine the attitude of healthcare professionals towards interprofessional learning, familiarity with concepts of interprofessional teaching, and interprofessional practice, and to examine the influence of an interprofessional faculty development workshop on participant familiarity with concepts of interprofessional teaching and learning. Methods: The occupational therapy, physical therapy, and physician assistant programs from two universities collaborated to implement an all-day inter-institutional, interprofessional clinical faculty development workshop. Community clinical educators who participated in the event were surveyed pre- and post-workshop to examine their attitude, readiness, and knowledge of interprofessional learning and teaching. Using the revised version of the Readiness of Interprofessional Learning Scale, the following subscales were measured and analyzed: 1) Teamwork and Collaboration, 2) Negative Professional Identity, 3) Positive Professional Identity, and 4) Roles and Responsibilities. Results: Forty-three participants representing six different healthcare professions completed pre- and post-course surveys. Forty-four percent reported participating in interprofessional education. Overall, the attendees reported the value of the workshop as a 4.6 on a 5.0 point Likert scale, with 5.0 being the highest rating. Self-reported familiarity of the fundamental concepts of interprofessional teaching, interprofessional practice, and interprofessional education improved up to 32% following participation in the workshop. The highest increase in familiarity was in the area of knowledge of interprofessional practice and education. Participants reported high levels of agreement about the value of teamwork, collaboration, and positive professional identity. Conclusion: Integrating the Core Competencies for Interprofessional Collaborative Practice into educational programs and clinical practice can facilitate improved understanding of professional roles and improved collaborative practice.

La educación interprofesional en el desarrollo de la identidad profesional en terapia ocupacional: una revisión de alcance

“…Las practicas pedagógicas de talleres (workshop) (Cooper et al, 2005;McAllister et al, 2014;Bierwas et al, 2017;Dunleavy et al, 2017;Cervantes-Sudio et al, 2021;Shustack et al, 2021;Trojanowski et al, 2021) y los estudios de caso (Lairamore et al, 2013;Bondoc & Wall, 2015;Page et al, 2021a) como prácticas de aula, facilitaron el conocimiento de la disciplina, fomentar destrezas de gestión, teóricoprácticas, capacidad de liderazgo y su aplicación en la práctica.…”

“…En cuanto a los talleres (workshop), los participantes destacan que presentan una oportunidad de aprendizaje para cumplir con las competencias de rol, responsabilidad, actitudes de colaboración (Cervantes-Sudio et al, 2021) y destrezas (Dunleavy et al, 2017) necesarias para mejorar la identidad profesional. De hecho, los participantes informaron favorecen las diversas visiones de mundos profesionales (McAllister et al, 2014), desarrollan los valores del trabajo en equipo, y la necesidad de colaboración para desarrollar identidad profesional (Bierwas et al, 2017). Además, los estudiantes, enfatizan la importancia para complementar aspectos teóricos que faciliten la identidad profesional (Shustack et al, 2021).…”

Perceptions of interprofessional collaborative practice in South Africa: A systematic review

“…Health professions education should focus on delivering healthcare professionals who are competent collaborators of education (via IPE) and patient-centred practitioners (via IPCP) within their respective communities (Matthews & Naidu 2019 ; Oandasan & Reeves 2005 ). Even if students and health professionals are trained to work collaboratively, this might not necessarily translate into action to improve health outcomes, reduce the cost of care and improve the patient experience (Bierwas et al 2017 ; Ellapen et al 2018 ). It is therefore important to identify the perceptions of healthcare professionals with regard to barriers and facilitators of IPCP as these might provide reasons for ineffective or insufficient IPCP implementation.…”

“…The incorporation of IPCP into clinical practice is limited, both locally and internationally (Bierwas et al 2017 ; Kock, Mlezana & Frantz 2021 ). As a result, the impact of IPE on IPCP and clinical service delivery is not evident where the overall health of the population is concerned.…”