Impact of a collaborative interprofessional learning experience upon medical and social work students in geriatric health care

Gould, Paul; Lee, You-Jung; Berkowitz, Shawn; Bronstein, Laura R.

doi:10.3109/13561820.2014.962128

Cited by 40 publications

(19 citation statements)

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“…There are many contradictions in the literature regarding the effectiveness of early exposure to IPE 1. Some investigations have shown that early IPE exposure hinders the development of professional identity,38 while other authors report that early and repeated occurrences of this type of learning strategy help students develop an appreciation and understanding for the roles of other healthcare professionals 24,39. In this investigation, the assessment of student professional self-identity scores revealed that grouping students with similar scores or clinical exposure determined the effectiveness of the exercise.…”

Section: Discussionmentioning

confidence: 71%

<p>Nursing and medical students near-peer activity in the anatomy laboratory: format for success</p>

Alfaro¹,

Larouche²,

Ventura³

et al. 2019

AMEP

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Background/aimsAn anatomy interprofessional near-peer learning activity (AIP-NPLA) between nursing and medical students was piloted to assess its implementability. This study aimed to: (1) identify key factors of feasibility and (2) describe student-group perceptions of their experience of the interprofessional education (IPE) activity.MethodsA total of 59 medical and 179 nursing students participated in the AIP-NPLA whereby medical students were asked to facilitate and lead group discussions with their nursing students colleagues on an anatomical topic using a donor cadaver. Each AIP-NPLA session lasted a total of two hours. A mixed methods approach was employed using both quantitative and qualitative means of assessment. Variables such as Readiness for Interprofessional Learning, Professional Self-Identity, Clinical Teaching Preference, and Near-Peer Teaching and Learning Experience were assessed quantitatively using validated surveys. Qualitative measures included thematic content analysis of focus group interviews conducted following the AIP-NPLA to capture the perceptions of the student groups’ experience in the IPE activity.ResultsThe results of this investigation demonstrated that there are key factors to consider when designing successful and sustainable IPE activities; the level of clinical exposure and therefore student-group pairing based on professional self-identify scores, optimal tutor-to-tutee group ratios and an activity format that maintained an informal, flexible and free forum for discussion on a topic of common knowledge. Focus group interviews also revealed reflections on professional stereotypes.ConclusionThese findings suggest that early implementation of IPE activities outside of a clinical setting are beneficial and can foster both learning from one another and positive perceptions of interprofessional roles when carefully designed.

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Section: Discussionmentioning

confidence: 71%

<p>Nursing and medical students near-peer activity in the anatomy laboratory: format for success</p>

Alfaro¹,

Larouche²,

Ventura³

et al. 2019

AMEP

View full text Add to dashboard Cite

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“…Taking into consideration that professional identity starts early in the training, the development and implementation of geriatric IPE modules are not surprising;15 16 however, the literature on geriatrics IPE at the undergraduate and postgraduate level is still sparse. The geriatric IPE models address various problems regarding complex geriatric patients, including problems in palliative geriatrics, comprehensive geriatric assessment, a clinic-based consultation or a clarification of role confusion among members of the teams 16–19. Such education is based on the presumption that skills for interprofessional care are not acquired ‘naturally’ before graduation, nor are they necessarily acquired with ongoing clinical experience 8 20–23.…”

Section: Introductionmentioning

confidence: 99%

Interprofessional education in geriatric medicine: towards best practice. A controlled before–after study of medical and nursing students

et al. 2020

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ObjectivesTo investigate nursing and medical students’ readiness for interprofessional learning before and after implementing geriatric interprofessional education (IPE), based on problem-based learning (PBL) case scenarios. To define the optimal number of geriatric IPE sessions, the size and the ratio of participants from each profession in the learner groups, the outcomes related to the Kirkpatrick four-level typology of learning evaluation, students’ concerns about joint learning and impact of geriatric IPE on these concerns. The study looked at the perception of roles and expertise of the ‘other’ profession in interprofessional teams, and students’ choice of topics for future sessions. Students’ expectations, experience, learning points and the influence on the understanding of IP collaboration, as well as their readiness to participate in such education again were investigated.DesignA controlled before–after study (2014/2015, 2015/2016) with data collected immediately before and after the intervention period. Study includes additional comparison of the results from the intervention with a control group of students. Outcomes were determined with a validated ‘Readiness for Interprofessional Learning’ questionnaire, to which we added questions with free comments, combining quantitative and qualitative research methods. The teaching sessions were facilitated by experienced practitioners/educators, so each group had both, a clinician (either geratology consultant or registrar) and a senior nurse.Participants300 medical, 150 nursing students.SettingTertiary care university teaching hospital.ResultsAnalysis of the returned forms in the intervention group had shown that nursing students scored higher on teamwork and collaboration post-IPE (M=40.78, SD=4.05) than pre-IPE (M=34.59, SD=10.36)—statistically significant. On negative professional identity, they scored lower post-IPE (M=7.21, SD=4.2) than pre-IPE (M=8.46, SD=4.1)—statistically significant. The higher score on positive professional identity post-IPE (M=16.43, SD=2.76) than pre-IPE (M=14.32, SD=4.59) was also statistically significant. Likewise, the lower score on roles and responsibilities post-IPE (M=5.41, SD=1.63) than pre-IPE (M=6.84, SD=2.75).Medical students scored higher on teamwork and collaboration post-IPE (M=36.66, SD=5.1) than pre-IPE (M=32.68, SD=7.4)—statistically significant. Higher positive professional identity post-IPE (M=14.3, SD=3.2) than pre-IPE (M=13.1, SD=4.31)—statistically significant. The lower negative professional identity post-IPE (M=7.6, SD=3.17) than pre-IPE (M=8.36, SD=2.91) was not statistically significant. Nor was the post-IPE difference over roles and responsibilities (M=7.4, SD=1.85), pre-IPE (M=7.85, SD=2.1).In the control group, medical students scored higher for teamwork and collaboration post-IPE (M=36.07, SD=3.8) than pre-IPE (M=33.95, SD=3.37)—statistically significant, same for positive professional identity post-IPE (M=13.74, SD=2.64), pre-IPE (M=12.8, SD=2.29), while negative professional identity post-IPE (M=8.48, SD=2.52), pre-IPE (M=9, SD=2.07), and roles and responsibilities post-IPE (M=7.89, SD=1.69), pre-IPE (M=7.91, SD=1.51) shown no statistically significant differences. Student concerns, enhanced understanding of collaboration and readiness for future joint work were addressed, but not understanding of roles.ConclusionsEducators with nursing and medical backgrounds delivered geriatric IPE through case-based PBL. The optimal learner group size was determined. The equal numbers of participants from each profession for successful IPE are not necessary. The IPE delivered by clinicians and senior nurses had an overall positive impact on all participants, but more markedly on nursing students. Surprisingly, it had the same impact on medical students regardless if it was delivered to the mixed groups with nursing students, or to medical students alone. Teaching successfully addressed students’ concerns about joint learning and communication and ethics were most commonly suggested topics for the future.

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“…The DH students appeared to have developed a role for oral health and for their profession as well as defining their collaborative role on the team while understanding the limits to their scope of practice. Similar to other interdisciplinary educational initiatives, the students developed a greater appreciation for the other health professionals through a greater understanding of professional roles within the geriatric setting . By understanding the roles of each profession, the students should be able to effectively collaborate with the other health professionals in the LTC setting in the future.…”

Section: Discussionmentioning

confidence: 99%

Exploring dental student participation in interdisciplinary care team conferences in long‐term care

2017

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Impact of a collaborative interprofessional learning experience upon medical and social work students in geriatric health care

Cited by 40 publications

References 4 publications

<p>Nursing and medical students near-peer activity in the anatomy laboratory: format for success</p>

<p>Nursing and medical students near-peer activity in the anatomy laboratory: format for success</p>

Interprofessional education in geriatric medicine: towards best practice. A controlled before–after study of medical and nursing students

Exploring dental student participation in interdisciplinary care team conferences in long‐term care

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