Improvement in interprofessional student learning and patient outcomes

Coleman, Mathew; Mousley, Angela; Williams, LaKeisha; Hasan, Khaleelah

doi:10.1016/j.xjep.2017.05.003

Cited by 12 publications

(7 citation statements)

References 9 publications

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“…Measurement of these constructs is significant for it measures collaboration attribute as a central concept of interprofessional learning. For instance, a healthcare professional with the inability to work together with other members of the healthcare team may translate to poor team learning outcomes and eventually to poor healthcare delivery in practice [71,72]. In evidence, most of the tools developed to assess interprofessional learning focuses on the quality of interpersonal interactions and behavior within teams [59,73].…”

Section: Discussionmentioning

confidence: 99%

Development and validation of interprofessional learning assessment tool for health professionals in continuing professional development (CPD)

et al. 2019

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IntroductionInterprofessional learning (IPL) is increasingly recognized as a promising strategy in addressing the burgeoning challenges in healthcare. Its assessment remains to be perplexing and requires accurate measurements. Thus, this study intended to develop a valid and reliable reflective tool in assessing IPL as a Continuing Professional Development (CPD) outcome.MethodsA one-group post-posttest pre-experimental design with tool development was employed to establish the validity and reliability of the “Inventory of Reflective Vignette–Interprofessional Learning” (IRV-IPL). This tool was developed from an extensive literature review and designed with three segments to assess interprofessional competencies before, after, and what if scenarios using vignettes. After it was validated by education experts (n = 5) and written consent forms were signed by the participants, the IRV-IPL was pilot tested among healthcare professionals (n = 10) for analysis and improvement. During the actual implementation, it was administered to healthcare professionals (n = 45) who participated in a university-provided CPD event. Collected data underwent validity and reliability testing.ResultsIRV-IPL generated excellent internal consistency (α = 0.98), and across all segments of collaboration (α = 0.96), coordination (α = 0.96), cooperation (α = 0.96), communication (α = 0.97), and commendation (α = 0.98). Items exhibited significantly positive large correlations (r > 0.35, p < 0.05) in all segments showing beneficial measures for postdictive validity in recalling prior interprofessional competencies, and predictive validity in estimating interprofessional learning as an outcome of CPD and alternative interventions.ConclusionThis study provided a piece of groundwork evidence on the use of IRV-IPL as a reflective assessment tool for interprofessional learning in CPD contexts. Further studies are essential to explore the educational utility of IRV framework in crafting relevant assessments and to establish construct validity of IRV-IPL using exploratory and confirmatory factor analyses.

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Section: Discussionmentioning

confidence: 99%

Development and validation of interprofessional learning assessment tool for health professionals in continuing professional development (CPD)

et al. 2019

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“…Specific areas of significant improve-ment included (1) how well the clinic communicated with the patient, (2) friendliness and helpfulness of the clinic staff, (3) how easy it was to get care from the clinic, and (4) the quality of health care received from the clinic. 2 Satisfaction levels are important when working with patients suffering from chronic pain. Patients with higher provider satisfaction are more likely to have better outcomes than those with lower satisfaction of their care.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of chiropractic students regarding interprofessional health care teams

Knieper

Bhatti

Twist

2021

Journal of Chiropractic Education

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Objective To describe perceptions of knowledge of interprofessional teams and value of interprofessional education (IPE) among 3 distinct years of chiropractic students at 1 chiropractic college. Methods A 24-item cross-sectional survey was administered to 247 chiropractic students in years 1–3 within a single institution. Surveys included 5 demographic questions and the 19-item Readiness for Interprofessional Learning Scale (RIPLS). The RIPLS collected information on perceptions and value of interprofessional health care in a health care training program. Each question is scored on a 1–5 scale, with 5 indicating a stronger agreement. Multivariable analysis was used for comparison. Results Out of a total 321 eligible students, 247 (148 male) students completed the survey from year 1 (n = 66), year 2 (n = 102), and year 3 (n = 79), respectively. Most students (68%) were 18–25 years old. The mean compiled score of all 3 years (n = 231) was 77.2 (SD = 9.1). Each individual's year scores were as follows: year 1 (n = 60, mean = 79.7, SD=7.4), year 2 (n = 95, mean = 76.9, SD = 9.1), and year 3 (n = 76, mean = 75.4, SD = 9.9). Of the 247 students who responded, 87% of participantsagreed with “shared learning with other health care students will increase my ability to understand clinical problems.” Conclusion Most participants demonstrated a positive response to IPE and collaborating with health care teams. Participants in earlier years demonstrated a more positive response compared to later years. While positive perceptions to IPE were demonstrated, chiropractic students lacked knowledge and understanding of their role within an interprofessional health care team.

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“…21,22 Similar positive results have been reported from interprofessional clinical learning in outpatient clinics. [23][24][25] To our knowledge, a comparison of uniprofessional dyadic training versus interprofessional dyadic training of medical students in an authentic setup in a busy outpatient clinic has not been described. Based on the current literature, dyadic training seems to have the potential for peer learning in both situations.…”

Section: Introductionmentioning

confidence: 99%

“… 21 , 22 Similar positive results have been reported from interprofessional clinical learning in outpatient clinics. 23 - 25 …”

Section: Introductionmentioning

confidence: 99%

Interprofessional versus uniprofessional dyad learning for medical students in a clinical setting

et al. 2020

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Objectives: The aim of the present study was to explore and compare medical students' perceived learning outcomes when treating patients under supervision in two different learning settings: a uniprofessional or an interprofessional dyad. Methods: The design of the study is a qualitative interview study. Data were collected from October 2016 to June 2017 via semi-structured group interviews performed at the end of the clinical placement in an orthopaedic outpatient clinic for medical students in the last semester of the curriculum. In the placement, the students worked by turns in either a uniprofessional dyad with two medical students or an interprofessional dyad with a nursing student. The data from the interviews were analysed using Systematic Text Analysis. Results: Overall, 21 students were interviewed. The students appreciated the authenticity of dealing with real patient problems. Both dyads provided the possibility of working as a professional, but the interprofessional dyad had a more authentic setting. In both dyads, the students' interdependence and mutual support promoted the acquisition of knowledge and skills. Working in the interprofessional dyad facilitated relationships between the professions, and the medical students became aware of some of their own profession's strengths and weaknesses. The interprofessional collaboration contributed to different perspectives on the patients' course of treatment and led to a more holistic understanding of the treatment. Conclusions: Interprofessional dyads have the potential to improve learning outcomes in the clinical training of medical students. Further studies are needed to explore the benefits across medical specialities and settings.

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Improvement in interprofessional student learning and patient outcomes

Cited by 12 publications

References 9 publications

Development and validation of interprofessional learning assessment tool for health professionals in continuing professional development (CPD)

Development and validation of interprofessional learning assessment tool for health professionals in continuing professional development (CPD)

Perceptions of chiropractic students regarding interprofessional health care teams

Interprofessional versus uniprofessional dyad learning for medical students in a clinical setting

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