Interprofessional education through healthcare hotspotting: Understanding social determinants of health and mastering complex care through teamwork

Cheng, Iris; Powers, Kelly; Mange, Dulce; Palmer, Brooke; Chen, Fei; Perkins, Bennal; Patterson, Susan

doi:10.1016/j.xjep.2020.100340

Cited by 6 publications

(7 citation statements)

References 10 publications

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“…It is in line with previous studies where a good IPE can reduce the patient's risk of falls, diagnostic errors, medication, and surgical errors to increase patient satisfaction. 4,9,10 This result was different from the research conducted by Brock, et al (2020) 22 , Brennan et al (2021) 23 and Zorek et al (2014) 24 who stated that the teamwork and team-based practice factor had the highest average, followed by patient outcomes and roles and responsibilities. This happens because IPE has been carried out at the beginning of the academic year, so there is strong cooperation between team members at the end.…”

Section: Discussioncontrasting

confidence: 58%

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Students' Perception and Readiness Level Toward Interprofessional Education (IPE) Before and After Program Implementation

Novianto

Setiawan

Mafaz

2022

JIM

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Background: The changing health system and the large number of patients presenting with chronic diseases require multi-disciplinary care. For this reason, Interprofessional Education (IPE) needs to be conducted to train teamwork between these health workers. Furthermore, to develop the IPE program at the faculty, it is necessary to have a good evaluation. In Kirkpatrick's evaluation model, an assessment of student perceptions and readiness can be carried out to evaluate IPE implementation. Therefore, the differences in perceptions and readiness at the beginning and after IPE implementation need to be carried out to assess the program. Objective: The purpose of this study is to find out the overview and comparison of perception and readiness level before and after the implementation of IPE. Methods: This research was a comparative quantitative study with a pre-experimental one-group pretest-posttest design with data collection using questionnaires. The type of data used in this study was primary data using Student Perception of Physician and Pharmacist Interprofessional Clinical Education (SPICE) and the Readiness for Interprofessional Learning Scale (RIPLS) questionnaires. 81 final semester academic students of the pharmacy and medical study program were collected to measure their level of perception and readiness for IPE before and after the implementation of IPE. The data were analyzed using the SPSS computer program. Result: Perception result before IPE was 4.29 (scale 1-5) and 4.49 after IPE. As for the results of readiness, 4.15 before IPE and 4.29 after IPE. There was a significant increase in students' perceptions and readiness after the implementation of IPE (P0.005). Conclusion: Most students have a good perception and readiness for IPE and there is a significant increase after IPE. Keywords: Interprofessional Relations, Professional Education, Questionnaire Design, Interdisciplinary

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Section: Discussioncontrasting

confidence: 58%

“…IPE provides some positive impact and effectiveness in various health disciplines, ranging from financing, improving services, and medical error reduction. 4,9,10 Nevertheless, the implementation of IPE in the education system in Indonesia is still not good. Some of the latest evidence of IPE implementation comes from developed countries.…”

mentioning

confidence: 99%

Students' Perception and Readiness Level Toward Interprofessional Education (IPE) Before and After Program Implementation

Novianto

Setiawan

Mafaz

2022

JIM

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“…Leading in an organization requires skill building and professional development; yet, it requires even more depth and growth when leading cross-sector collaboration. Leaders, partners, and teams building SDOH ecosystems can benefit from understanding the best practices of collaboration learned in the field of interprofessionalism and interprofessional healthcare (Cheng et al, 2020 ). The next section of this paper will use the best practices of critical consciousness to provide guidance to those looking to lead or collaborate as part of a SDOH ecosystem.…”

Section: Background On Sdohmentioning

confidence: 99%

Social determinants of health: critical consciousness as the core to collective impact

Doll,

Malloy,

Gonzales

2023

Front. Res. Metr. Anal.

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Social determinants of health have become widely recognized as important to overall health. Many areas of social determinants of health are growing from policy to reimbursement to the connecting of health and social care. The efforts around social determinants of health require reflection and awareness of structural issues. The work of Paulo Freire in critical consciousness provides guidance for how to engage in social determinants of health efforts. This manuscript offers a summary of the social determinants of health under the guidance of critical consciousness to build skills and interactions to promote social care to build toward health equity.

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“…Moving towards a SSDH-focused clinical practice involves incorporating community health workers, peer supporters, or social workers; health educators; and community partners, for example, medical-legal partnerships. An interdisciplinary approach results in improved outcomes for unmet social needs 28 and should be coupled with information systems for population health management and payment reform that aligns incentives with health outcomes.…”

Section: Key Steps Of Structural Analysismentioning

confidence: 99%

The Structural Analysis: Incorporating Structurally Competent Clinical Reasoning into Case-Based Presentations

Hassan

Bui

2022

J GEN INTERN MED

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Structural and social determinants of health account for the health disparities we see along social hierarchies, and their impact has been made more evident by the recent COVID-19 pandemic. There have been increasing calls to incorporate structural competency into medical education. The structural and social context, however, has yet to be fully integrated into everyday clinical practice and little has been published on how to concretely imbed structural competency into clinical reasoning. The authors provide a framework for structural analysis, which incorporates four key steps: (1) developing a prioritized clinical problem list, (2) identifying social and structural root causes for clinical problems, (3) constructing and documenting a prioritized structural problem list, and (4) brainstorming solutions to address structural barriers and social needs. They show how structural analysis can be used to operationalize structural reasoning into everyday inpatient and outpatient clinical assessments.

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Interprofessional education through healthcare hotspotting: Understanding social determinants of health and mastering complex care through teamwork

Cited by 6 publications

References 10 publications

Students' Perception and Readiness Level Toward Interprofessional Education (IPE) Before and After Program Implementation

Students' Perception and Readiness Level Toward Interprofessional Education (IPE) Before and After Program Implementation

Social determinants of health: critical consciousness as the core to collective impact

The Structural Analysis: Incorporating Structurally Competent Clinical Reasoning into Case-Based Presentations

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