Healthcare provider perceptions of the role of interprofessional care in access to and outcomes of primary care in an underserved area

Wan, Shaowei; Teichman, Peter G.; Latif, David A.; Boyd, Jennifer E.; Gupta, Rahul

doi:10.1080/13561820.2017.1387772

Cited by 13 publications

(6 citation statements)

References 8 publications

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“…Practice leaders who expressed frustration with PCMH initiatives noted that not all payers provide adequate per member per month care management fees, that electronic health rec ords (EHRs) often are not designed to support the goals and activities of the PCMH, and that PCMH participation is often associated with an increased burden of quality mea sure ment and reporting (Fontaine et al, 2015;Peikes et al, 2018). Also, while the PCMH emphasis on interprofessional team based care is generally appreciated (Wan et al, 2018), many practicesof physicians and allied health professionals alike-report uncertainty about how to function optimally as a team, define roles and distribute tasks, and take on additional work (Ferrante et al, 2018;Fiscella and McDaniel, 2018;Goldman et al, 2018).…”

Section: Impact On Physiciansmentioning

confidence: 99%

Effects of Health Care Payment Models on Physician Practice in the United States: Follow-Up Study

Friedberg¹,

Chen²,

Simmons³

et al. 2018

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Section: Impact On Physiciansmentioning

confidence: 99%

Effects of Health Care Payment Models on Physician Practice in the United States: Follow-Up Study

Friedberg¹,

Chen²,

Simmons³

et al. 2018

View full text Add to dashboard Cite

show abstract

“…Along with the rapid advancement of modern healthcare practices, an interprofessional care model has been well-accepted to be important for supporting a comprehensive patient-centred service provision through blending complementary knowledge and skills from multiple health professions, such as medicine, nursing and pharmacy [1][2][3][4]. Through working together in team to care for patients, this interprofessional care model makes possible the best use of resources, improves outcomes, and is able to meet increasingly complex health needs of patients [4].…”

Section: Introductionmentioning

confidence: 99%

Use of profession-role exchange in an interprofessional student team-based community health service-learning experience

et al. 2020

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Background: During interprofessional clinical practice, compared to understanding of one's own professional role and function, it might be more difficult to clarify the roles and contributions of the other health-care team members because of the inter-professional barrier. In order to provide students the opportunity for real experience with other professions in team environments and enhance their perceptions of other professions' roles, this study developed a comprehensive and multi-dimension extracurricular interprofessional education (IPE) model through designing and integrating a profession-role exchange component, that was medical students as pharmacists or nurses, pharmacy students as physicians or nurses, and nursing students as physicians or pharmacists in the interprofessional health-care student team, into the service learning experience in a real community setting. Methods: In this pre/post-intervention study, the effect of integrated profession-role exchange experiences on the students' attitudes towards interprofessional collaboration and their role clarification was evaluated among 60 student volunteers (20 medical students, 20 pharmacy students and 20 nursing students). All involved students were divided into the profession-role exchange intervention group and the control group. Subjects in the control group did not participate the profession-role exchange experiences, the other IPE procedures were the same for both groups. Three survey instruments for attitudes toward interprofessional clinical collaboration were respectively used to measure the students' attitudes toward physician-pharmacist, physician-nurse and nurse-pharmacist collaborations. "Roles and responsibilities" subscale of Readiness for Interprofessional Learning Scale was used to evaluate the overall role clarification during IPE. Results: Compared to the control IPE activity, the addition of profession-role exchange component resulted in the significant increase in students' positive attitudes towards interprofessional collaboration, and the enhancement of students' role awareness. Conclusions: The profession-role exchange might be more effective and better initiate students to the practice of interprofessional collaboration, and could be used as an effective IPE tool for improving the role awareness of health-care students.

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“…Along with the rapid advancement of modern health-care practices, an interprofessional care model has been well-accepted to be important for supporting a comprehensive patient-centred service provision through blending complementary knowledge and skills from multiple health professions, such as medicine, nursing and pharmacy [1][2][3][4]. Through working together in team to care for patients, clinical interprofessional practice makes possible the best use of resources, improves outcomes, and is able to meet increasingly complex health needs of patients [4].…”

Section: Introductionmentioning

confidence: 99%

Use of profession-role exchange in an interprofessional student team-based community health service-learning experience

Wang

Guo

Wang

et al. 2020

Preprint

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Abstract Background: During interprofessional clinical practice, compared to understanding of one’s own professional role and function, it might be more difficult to clarify the roles and contributions of the other health-care team members because of the inter-professional barrier. In order to provide students the opportunity for real experience with other professions in team environments and enhance their perceptions of other professions’ role, this study developed a comprehensive and multi-dimension extracurricular interprofessional education (IPE) model through designing and integrating a profession-role exchange component, that was medical students as pharmacists or nurses, pharmacy students as physicians or nurses, and nursing students as physicians or pharmacists in the interprofessional health-care student team, into the service learning experience in a real community setting.Methods: In this pre/post-intervention study, the effect of integrated profession-role exchange experiences on the students’ attitudes towards interprofessional collaboration and their role clarification was evaluated among 60 student volunteers (20 medical students, 20 pharmacy students and 20 nursing students). All involved students were divided into the profession-role exchange intervention group and the control group. Subjects in the control group did not participate the profession-role exchange experiences, the other IPE procedures were the same for both groups. Three survey instruments for attitudes toward interprofessional clinical collaboration were respectively used to measure the students’ attitudes toward physician-pharmacist, physician-nurse and nurse-pharmacist collaborations. “Roles and responsibilities” subscale of Readiness for Interprofessional Learning Scale was used to evaluate the overall role clarification during IPEResults: Compared to the control IPE activity, the addition of profession-role exchange component resulted in the significant increase in students’ positive attitudes towards interprofessional collaboration, and the enhancement of students’ role awareness.Conclusions: The profession-role exchange might be more effective and better initiate students to the practice of interprofessional collaboration, and could be used as an effective IPE tool for improving the role awareness of health-care students.

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Healthcare provider perceptions of the role of interprofessional care in access to and outcomes of primary care in an underserved area

Cited by 13 publications

References 8 publications

Effects of Health Care Payment Models on Physician Practice in the United States: Follow-Up Study

Effects of Health Care Payment Models on Physician Practice in the United States: Follow-Up Study

Use of profession-role exchange in an interprofessional student team-based community health service-learning experience

Use of profession-role exchange in an interprofessional student team-based community health service-learning experience

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