Impact of Interprofessional Education on Collaboration Attitudes, Skills, and Behavior Among Primary Care Professionals

Robben, Sarah H M; Perry, Marieke; Nieuwenhuijzen, Leontien van; Achterberg, Theo van; Rikkert, Marcel G M Olde; Schers, Henk; Heinen, Maud; Melis, René J. F.

doi:10.1002/chp.21145

Cited by 84 publications

(69 citation statements)

References 23 publications

(30 reference statements)

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“…The updated studies revealed a slightly different situation -while IPE remained voluntary for post-qualification learners (e.g. Robben et al 2012), there was more equality at the undergraduate level, as IPE was either voluntary (e.g. Shiyanbola et al 2014) or compulsory (e.g.…”

Section: Process Factorsmentioning

confidence: 96%

“…In particular, the updated papers continued to emphasise that the development of IPE was linked to a desire to improve patient care or service delivery through improvement in interprofessional collaboration and teamwork (Carpenter et al 2006;Curran et al 2007;Watts et al 2007;Quinn et al 2008;Fuhrmann et al 2009;Robben et al 2012;Slater et al 2012;Paquette-Warren et al 2014). Again, these drivers were identified as linked to either top-down (e.g.…”

Section: Ipe Contextmentioning

confidence: 99%

“…Quinn et al 2008), providing financial compensation for the hours spent attending IPE workshops (e.g. Robben et al 2012), and offering IPE sessions across different locations to ensure learner engagement and interaction (Carpenter et al 2006). However, as Pollard et al (2006) note, customising IPE for the needs of different learner groups is problematic due to the varying range of characteristics, abilities and professional viewpoints among students undertaking IPE.…”

Section: Process Factorsmentioning

confidence: 99%

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A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

Reeves

Fletcher

Barr³

et al. 2016

Medical Teacher

720

593

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Background: Interprofessional education (IPE) aims to bring together different professionals to learn with, from and about one another in order to collaborate more effectively in the delivery of safe, high quality care for patients/clients. Given its potential for improving collaboration and care delivery, there have been repeated calls for the wider scale implementation of IPE across education and clinical settings. Increasingly, a range of IPE initiatives are being implemented and evaluated which are adding to the growth of evidence for this form of education. Aim:The overall aim of this review is to update a previous BEME review published in 2007. In doing so, this update sought to synthesise the evolving nature of the IPE evidence.Methods: Medline, CINAHL, BEI and ASSIA were searched from May 2005 to June 2014. Also, journal hand searches were undertaken. All potential abstracts and papers were screened by pairs of reviewers to determine inclusion. All included papers were assessed for methodological quality and those deemed as 'high quality' were included. The presageprocess-product (3P) model and a modified Kirkpatrick model were employed to analyse and synthesise the included studies.Results: Twenty-five new IPE studies were included in this update. These studies were added to the 21 studies from the previous review to form a complete data set of 46 high quality IPE studies. In relation to the 3P model, overall the updated review found that most of the presage and process factors identified from the previous review were further supported in the newer studies. In regards to the products (outcomes) reported, the results from this review continue to show far more positive than neutral or mixed outcomes reported in the included studies. Based on the modified Kirkpatrick model, the included studies suggest that learners respond well to IPE, their attitudes and perceptions of one another improve, and they report increases in collaborative knowledge and skills. There is more limited, but growing, evidence related to changes in behaviour, organisational practice and benefits to patients/clients. Conclusions:This updated review found that key context (presage) and process factors reported in the previous review continue to have resonance on the delivery of IPE. In addition, the newer studies have provided further evidence for the effects on IPE related to a number of different outcomes. Based on these conclusions, a series of key implications for the development of IPE are offered.

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Section: Process Factorsmentioning

confidence: 96%

Section: Ipe Contextmentioning

confidence: 99%

Section: Process Factorsmentioning

confidence: 99%

See 1 more Smart Citation

A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

Reeves

Fletcher

Barr³

et al. 2016

Medical Teacher

720

593

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“…personcentered care), not as the Illness (the "leg" or "stomach"), which mainly as has been the focus in the divided production-based care of today. This is essential if we will go on improving our service delivery continuously and provide even better, more valuable care in the future [9]. In a longer perspective, collaboration and co-creation would not only improve care and social service, it would also be cost effective [6], since collaboration has shown decreased patients' readmissions to hospital, for example better handover, and readmissions are expensive [10].…”

Section: Short Communicationmentioning

confidence: 99%

How to Reach Effective Health Service Delivery?

Andersson¹

2017

J Gen Pract

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“…Because of the volume of the existing literature, we focused on articles describing the benefits and challenges of IPE, individual and organizational barriers to IPE, and faculty development. Researchers have looked at barriers to learning between health and social practitioners (Barr, Hammick, Koppel, & Reeves, 1999;Barrett, Curran, Glynn, & Goodwin, 2007;D'Amour & Oandasan, 2005;Gilbert, 2005b;Robben et al, 2012). Others have examined educators' perceptions of their role adequacy as facilitators of interprofessional learning (Derbyshire, Machin, & Crozier, 2015;Gilbert, 2005a).…”

Section: Introductionmentioning

confidence: 99%

Nursing Faculty's Needs of Knowledge, Beliefs, and Readiness to Implement Interprofessional Education in their Teaching: An Exploratory Study

Racine¹,

Bilinski²,

Spriggs³

2016

Quality Advancement in Nursing Education - Avancées en formatio

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We acknowledge the funding received from the Faculty and Staff Professional Development Committee of the College of Nursing at the University of Saskatchewan. We also express our heartfelt thanks the participants who took the time out of their busy schedule to answer this survey. Nous remercions le Comité de développement professionnel du corps professoral et du personnel du Collège des sciences infirmiers à l'University of Saskatchewan pour son appui financier. Nous exprimons également nos remerciements les plus sincères aux participants qui ont pris le temps, malgré leur horaire chargé, de répondre au sondage.

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Impact of Interprofessional Education on Collaboration Attitudes, Skills, and Behavior Among Primary Care Professionals

Abstract: A brief IPE program can improve interprofessional attitudes, collaboration skills, and collaborative behavior. That such a program allows professionals to get acquainted with each other and each other's viewpoints appears to be as important as the educational content.

Cited by 84 publications

References 23 publications

A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

How to Reach Effective Health Service Delivery?

Nursing Faculty's Needs of Knowledge, Beliefs, and Readiness to Implement Interprofessional Education in their Teaching: An Exploratory Study

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