Integrating Diverse Disciplines to Enhance Interprofessional Competency in Healthcare Delivery

Abstract

Interprofessional education (IPE) typically involves clinical simulation exercises with students from medical and nursing schools. Yet, healthcare requires patient-centered teams that include diverse disciplines. Students from public health and informatics are rarely incorporated into IPE, signaling a gap in current educational practices. In this study, we integrated students from administrative and non-clinical disciplines into traditional clinical simulations and measured the effect on communication and teamwork. From July 2017–July 2018, 408 students from five schools (medicine, nursing, dentistry, public health, and informatics) participated in one of eight three-hour IPE clinical simulations with Standardized Patients and electronic health record technologies. Data were gathered using a pre-test–post-test interventional Interprofessional Collaborative Competency Attainment Survey (ICCAS) and through qualitative evaluations from Standardized Patients. Of the total 408 students, 386 (94.6%) had matched pre- and post-test results from the surveys. There was a 15.9% improvement in collaboration overall between the pre- and post-tests. ICCAS competencies showed improvements in teamwork, communication, collaboration, and conflict management, with an average change from 5.26 to 6.10 (t = 35.16; p < 0.001). We found by creating new clinical simulations with additional roles for non-clinical professionals, student learners were able to observe and learn interprofessional teamwork from each other and from faculty role models.

“Teamwork Makes the Dream Work”: Infusing Interprofessional Education Into Human Services Curriculum and Training

“…Professional differences in values and vision surrounding IPE is another common challenge that educators must address (Kruse, 2012;Lash et al, 2014;Lawlis et al, 2014;Ward et al, 2018). Related to this issue, ensuring accurate representation of diverse professionals is a challenge (Schapmire et al, 2018), despite the importance of exposure to different professions in IPE experiences (Champagne-Langabeer et al, 2019). To address this concern, facilitators of IPE can model IPC by designing educational experiences that are informed by the values, ethics, and competencies of IPEC and the diverse organizations whose professionals engage in IPC, such as NOHS, American Counseling Association, American Psychological Association, National Association of Social Workers, American Nurses Association, American Medical Association, and other professional allied health organizations.…”

Evaluasi Persepsi dan Kompetensi Pendidikan Interprofesional Mahasiswa di Rotasi Klinik

“…11 Penelitian tentang kompetensi kolaborasi interprofesi yang menggunakan kuesioner ICCAS dan evaluasi kualitatif yang melibatkan lima program studi berbeda (kedokteran, keperawatan, kedokteran gigi, kesehatan masyarakat, dan informatika biomedis) menunjukkan hasil peningkatan sebesar 15,9% dalam kolaborasi secara keseluruhan dan kerja tim, komunikasi, kolaborasi, manajemen konflik, dengan perubahan rata-rata dari 5,26 menjadi 6,10 (t = 35,16; p <0,001). 12 Program IPE perlu dilakukan sejak awal pendidikan secara bertahap sehingga pelaksanaan IPE di tahap profesi atau rotasi klinik menjadi penting sebagai upaya keberlanjutan dari IPE tahap akademik. 13,14 Penelitian ini bertujuan untuk mengetahui persepsi dan kompetensi IPE mahasiswa kedokteran dan kesehatan sebelum dan sesudah menjalani suatu IPE rotasi klinik.…”

Integrating interprofessional core competencies through simulation that promotes ethical decisions, patient safety, and cultural diversity

“…More emphasis is being placed for healthcare programs to provide interprofessional education (IPE) utilizing a multidisciplinary patient-centered team-based care approach. [1] Therefore, it is imperative for all healthcare education disciplines to provide students the opportunity to interact and learn effective communication skills with each other. Implementing IPE allows students from various healthcare disciplines to learn about, from and with each other.…”