Interprofessional Education Between Midwifery Students and Obstetrics and Gynecology Residents: An American College of Nurse‐Midwives and American College of Obstetricians and Gynecologists Collaboration

Abstract

Despite areas of excellence, US perinatal care outcomes lag behind most developed countries. In addition, a shortage and maldistribution of health care providers exists. The American College of Nurse‐Midwives and the American College of Obstetricians and Gynecologists (ACOG) partnered to obtain funding to develop interprofessional education modules and other learning activities for midwifery students and obstetrics and gynecology residents in 4 demonstration sites. The multidisciplinary 2016 ACOG document Collaboration in Practice: Implementing Team‐Based Care was adopted as a framework. Core competencies of values and ethics, roles and responsibilities, interprofessional communication, and teams and teamwork developed by the Interprofessional Education Collaborative were used to guide the work. Seven modules have been developed including guiding principles, patient‐centered care, role clarification, collaborative practice, history and culture, care transition, and difficult conversations. Learners participate in laboratory and simulation activities and work together in clinical care settings. Stakeholder experiences as well as barriers to implementation are discussed. Learning materials and activity descriptions are open resourced and shared on a project website for use by programs interested in implementing an interprofessional curriculum. Ongoing formal evaluation including pilot testing of a program evaluation method is described.

Online interprofessional simulation for undergraduate health professional students during the COVID-19 pandemic

“…Furthermore, The Joint Commission (Joint Commission, 2004) found poor communication and a lack of coordination across a multidisciplinary team as a root cause of perinatal death or disability in 72% of cases. As a result, an interprofessional approach to education is now widely recommended (Avery et al, 2020). However, despite its broad implementation, there is little empiric evidence supporting the use of IPE, which we aim to explore and address in this article.…”

Improved Self‐Assessed Collaboration Through Interprofessional Education: Midwifery Students and Obstetrics and Gynecology Residents Learning Together

“…The modules had been developed by faculty at the 4 sites as part of a previously described nationally funded IPE project. 10 Faculty at each demonstration site selected the IPE modules and other activities that fit best in their respective programs; a unique schedule was developed by each site as shown in Table 1.…”

Improving US Maternity Care: A 2020 Call to Action to Scale Up Midwifery

“…A joint American College of Nurse-Midwives (ACNM) and American College of Obstetricians and Gynecologists (ACOG) project has resulted in a set of interprofessional modules and learning activities that may be used and adapted by midwifery and obstetrics and gynecology residency programs and others. 32 Educating nurses, midwives, and physicians about physiologic approaches to care based on current evidence can be accomplished on every labor and birth unit across the country where this culture is not embedded. Incorporating basic quality improvement techniques in education programs for midwives and all maternity care professionals is necessary to continuously integrate best care approaches in all perinatal settings.…”

“…This content area is a natural for interprofessional learning activities. A joint American College of Nurse‐Midwives (ACNM) and American College of Obstetricians and Gynecologists (ACOG) project has resulted in a set of interprofessional modules and learning activities that may be used and adapted by midwifery and obstetrics and gynecology residency programs and others 32 …”