Effectiveness of interprofessional education by on-field training for medical students, with a pre-post design

Zanotti, Renzo; Sartor, Giada; Canova, Cristina

doi:10.1186/s12909-015-0409-z

Cited by 51 publications

(69 citation statements)

References 26 publications

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“…The higher scores reflect a more positive attitude about IPE. Some studies have reported changes in attitudes about IPE in pre‐and post‐intervention tests 3 , 18 – 22 . However, some contradictory results regarding the effect of IPE have been reported.…”

mentioning

confidence: 99%

A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

Wang

Feng

Gao

et al. 2019

Journal of Dental Education

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Interprofessional education (IPE) is based on collaborative practices that increase the occasions for communication among those in various health professions. However, there is a paucity of literature about the effectiveness of IPE programs in health professions education. The aim of this systematic review and meta‐analysis was to objectively assess the literature on the effectiveness of IPE in improving health professions students’ attitudes after training. The major scholarly databases were searched for relevant IPE studies involving predoctoral health professions students. Two independent researchers selected the studies, extracted the data, and assessed the quality of the studies. Meta‐analyses of the outcomes were performed using random effects models. Sixteen articles were ultimately selected for detailed review and meta‐analysis. The meta‐analysis showed that IPE training had a significant influence on students’ understanding of collaboration and resulted in better attitudes about interprofessional teamwork. Subscale analysis showed that one subscale score (roles and responsibilities) did not statistically significantly improve after IPE training (p=0.06), whereas the other four subscale items showed statistically significant improvements (p<0.01). The test for overall effects showed that IPE training had a significantly positive influence on students’ attitudes about IPE (Z=6.85, p<0.01). Subgroup results showed that medical students had more positive attitudes about IPE than did dental students. Regardless of profession, women students responded with significantly more positive feedback than did men students (p=0.02). These results suggest that intervention through IPE training has had positive effects in health professions education. Gender was an important factor impacting the outcomes of IPE. However, further clinical practice interventions may be helpful to enhance the IPE competence of health professions students.

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confidence: 99%

A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

Wang

Feng

Gao

et al. 2019

Journal of Dental Education

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“…There is already a breadth of evidence investigating the value of integrated learning schemes, although such evidence has mainly focused on the health sector (Fraser, Symonds, & Cullen, ; Zanotti, Sartor, & Canova, ). Such schemes are rarely intersectoral in addition to being interprofessional.…”

Section: Discussionmentioning

confidence: 99%

A before and after study of integrated training sessions for children's health and care services

Alexander

Silva²,

Clarke³

et al. 2018

Health Soc Care Community

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Recent UK policy drivers such as the National Collaboration for Integrated Care and Support and Making Every Contact Count prioritise integrated care, an approach that seeks to provide more coordinated and seamless health and social care. In children's services, despite many partners, there are challenges around integrating care. A deprived borough of London ran short training and networking sessions for services supporting children and young people. This study examined whether intersectoral training would improve participants' knowledge of local services and joint working (including communication, navigation and confidence in collaboration). As part of a service evaluation, the study utilised a pre-post Likert scale survey design for each training session, a 1-month follow-up survey, and telephone interviews with a subsample of participants. The educational intervention was three sets of 1.5 hr educational workshops from December 2016 to February 2017. There were 302 attendances from 202 individuals from the health (n = 99), education (n = 145), social care (n = 39) and voluntary (n = 19) sectors. The pre and post surveys found significant increases in self-assessed knowledge of health/education/social care/voluntary services and in some elements of joint working. However, these increases were not sustained in any domain after 1 month of follow-up. There was also no difference in self-assessments amongst those who attended three sessions compared to those who attended one or two. Telephone interviewees highlighted networking as being helpful and suggested that informative tasks and diverse attendance would be beneficial in future. To conclude, this study suggests that although short-learning sessions may seem to improve immediate knowledge and some elements of joint working in the short term, any gains are not sustained in the long term. The cost effectiveness of such schemes is in doubt but may be improved by a more targeted delivery of content.

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“…2 , 6 , 7 , 8 , 9 A study by Carter et al . 10 affirmed that results obtained are thrice as good when pharmacists and physicians work together rather than separately.…”

Section: Introductionmentioning

confidence: 99%

Cross-cultural adaptation and validation to Brazil of the scale of attitudes toward physician-pharmacists collaboration

Cunha¹,

Neves²,

Marques³

et al. 2017

Pharm Pract (Granada)

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Background: Despite the increasing complexity of medication therapies and the expansion of pharmaceutical clinical services to optimize patient care working in collaboration with physicians. In this sense, interdisciplinary education has been encouraged. However, no instrument is available to measure attitudes toward collaborative relationships. Objective: To translate, cross-cultural adaptation and validation an instrument to measure collaboration attitudes toward students of medicine/pharmacy and physicians/pharmacists. Methods: The process of cross-cultural adaptation was carried out using international recommendations and was performed from January 2014 to April 2015. The instrument under consideration was translated and re-translated. A panel of experts compared the generated documents and the translation was evaluated for 20 undergraduate students of Pharmacy, 20 undergraduate students of Medicine and professionals (20 pharmacists and 20 physicians). Results: The process of cross-cultural translation and validation result in the Portuguese version. Modifications to the grammatical structures were made in order to establish a cross-cultural similarity between the English and Portuguese versions. Regarding the evaluation of the expert panel, six questions required modifications. Conclusions: Psychometric evaluation demonstrated and confirmed the validity of the Brazilian-Portuguese version to assess collaborative attitudes among pharmacists and physicians. Moreover, the scale can be used to evaluate undergraduates and postgraduates and foster the development of teaching methods that promote comprehensive attitudes in patient care.

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Effectiveness of interprofessional education by on-field training for medical students, with a pre-post design

Cited by 51 publications

References 26 publications

A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

A before and after study of integrated training sessions for children's health and care services

Cross-cultural adaptation and validation to Brazil of the scale of attitudes toward physician-pharmacists collaboration

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