The benefits of interprofessional learning and teamwork in primary care ambulatory training settings

Carney, Patricia A.; Thayer, Erin K.; Palmer, Ryan; Galper, Ari B.; Zierler, Brenda K.; Eiff, M. Patrice

doi:10.1016/j.xjep.2019.03.011

Cited by 56 publications

(56 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Expectedly, the IPE competition was perceived favorably by most students, who reported several benefits of this newly introduced learning environment at the university, which is in line with previously published studies. 2–6 Enhanced communication between students from various healthcare colleges was reported by several students. This is consistent with previously published studies that used a virtual platform among healthcare students and highlighted the vital role the IPE can play in improving the communication between healthcare students who will be the future healthcare providers.…”

Section: Discussionmentioning

confidence: 99%

“…1 Therefore, the new generation of healthcare providers need to be equipped with these essential skills before joining the healthcare workforce. 2 Interprofessional education (IPE) for the undergraduate healthcare students through the use of simulation-based learning and case scenarios has shown to be effective in enhancing communication between the various healthcare team members. 3–5 …”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Interprofessional Education Competition During the COVID-19 Pandemic at King Saud University: Benefits and Challenges

AlRasheed¹,

Altulahi²,

Temsah³

et al. 2021

JMDH

View full text Add to dashboard Cite

Background The objective of this qualitative study was to explore the value of virtual IPE competition that involved a COVID-19 case among healthcare students and the lessons that can be learned to improve this experience in the future. Methods The 27 senior students from the colleges of medicine, pharmacy, nursing, and paramedics were invited to two focus groups that followed the IPE competition and lasted 60 minutes each. A semi-structured focus group discussion guide was used in the focus group discussion to explore the benefits and limitations of the virtual IPE experience. Verbatim transcription of the two video-recorded sessions was conducted, and inductive thematic analysis was performed to uncover different emerging themes. Results The number of students who consented to participate was 16 (59.26%). The IPE virtual competition was perceived favorably by all students; however, multiple organization and communication barriers were reported. Although the participants liked the IPE virtual competition, they clearly stated their preference for an in-person IPE competition over the virtual one. Managing a COVID-19 case was not perceived favorably by some participants due to the absence of evidence-based clinical guidelines supporting certain treatment protocols over others. Thus, some participants preferred a non-COVID-19 case where clear and evidence-based guidelines exist. Conclusion The use of different IPE strategies to enhance healthcare students’ collaboration and understanding of their roles in the multidisciplinary healthcare team, especially during pandemic times, such as COVID-19, is possible. Future studies should examine new and innovative IPE strategies that address the identified limitations of virtual IPE.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interprofessional Education Competition During the COVID-19 Pandemic at King Saud University: Benefits and Challenges

AlRasheed¹,

Altulahi²,

Temsah³

et al. 2021

JMDH

View full text Add to dashboard Cite

show abstract

“…In a similar study to ours, researchers found that their CME activity had experienced comparable problems such as CME scheduling and clinic productivity pressures. Leadership support is listed as crucial to the success of this type of initiative [34] as when different professions are unable to spend meaningful time together due to scheduling conflicts, realizing the benefits to interprofessional collaborative learning will remain a challenge [25].…”

Section: Discussionmentioning

confidence: 99%

Interprofessional collaborative learning in the workplace: a qualitative study at a non-governmental organisation in Durban, South Africa

2020

View full text Add to dashboard Cite

Background The rapid progression of diseases and the complex, changing landscape of healthcare has increased the awareness that interprofessional collaboration is essential in ensuring safe and effective healthcare delivery. However, to develop a “collaborative practice-ready” workforce, organisations need to invest in the application of alternative approaches to the training of healthcare professionals. Purpose of the study To describe the perceptions of healthcare professionals attending an HIV interprofessional collaborative initiative at a non-governmental organization research site in South Africa and to provide suggestions regarding the improvement of this educational programme. Methods Focus group discussions (December 2018 to January 2019), were conducted on a purposeful sample (N = 21) consisting of healthcare professionals (clinicians, pharmacists, pharmacy assistants, and nurses), and clinical trial staff (recruiters, administrators, QC officers, psychologists, counsellors) based at a research site, who were invited to attend a continuing medical education initiative on the pathogenesis and treatment of HIV. Qualitative content analysis was carried out to identify meaning units, which were then condensed and labelled with a code. This was further grouped to form categories. Results Five categories emerged: learning something new, acquiring from each other, promoting company culture, needing company buy-in and teaching methods matter. Interprofessional collaborative learning improved technical capacity, work relationships and company culture. The diversity in learning needs of the different professionals requires a structuring of a curriculum to meet the needs of all. The success of this initiative requires company buy-in/investment and recognition from leaders and higher management with regards to time and resources. Suggestions for improvement included: formalizing the training, introducing more lectures and pitching each topic at different levels i.e. basic, intermediate or advanced, thus ensuring maximum benefit for all. Conclusion Inter-professional learning was perceived as highly valuable. This initiative has the potential to develop further but requires resources and company buy-in. All staff working (clinical and non-clinical) at the NGO site were represented in the interviews, thus ensuring a richer understanding of all perspectives relevant to the study site. The small sample size confined to a single research site, however, prevents these findings from being generalized and limits the applicability of its findings.

show abstract

“…Barriers included leadership with hierarchical approaches, poor communication, and lack of knowledge of roles. ( 44 , 45 )…”

Section: Discussionmentioning

confidence: 99%

“…Barriers included leadership with hierarchical approaches, poor communication, and lack of knowledge of roles. (44,45) In an IPE experience with 704 medical and nursing students in primary health care (PHC), perception regarding interprofessional work and interdependence evidences that 98% consider that interprofessional work is important, with women being most critical on the level of importance on teamwork (p <0.01), along with being more demanding in considering it essential in PHC (p = 0.035). (46) In relation with the attitudes of educators with respect to an IPE experience, professors who had participated in IPE reported higher intention to participate or continue participating than professors without experience in such.…”

Section: Contributions Foundmentioning

confidence: 99%

Formation in Interprofessional Education in Nursing and Medical Students Globally. Scoping review

Inzunza¹,

Montenegro²,

Reyes³

et al. 2020

invest. educ. enferm

View full text Add to dashboard Cite

Objective. This work sought to know the state of the artrelated to the theme of Interprofessional Education (IPE)in the training of Nursing and Medical students and thelevel of evidence developed thus far. Methods. This wasan exploratory systematic review, declared as scopingreview by the Joanna Briggs Institute, JBI, in which asearch was performed in Embase, Science direct, PubmedMedline, Academic search complete, BVS, Scopus and ERIC databases, limiting between 2009 - 2019 byusing the DeCS and MeSH terms of Interprofessionaleducation, education research, healthcare professionals,nursing and medicine, selecting 39 original articles aftercarrying out the review process with the criteria by theJBI. Results. Four thematic nuclei emerged: Experiencesand perceptions of interprofessional learning, Didacticsrelated with IPE, Empirical indicators related with IPE,and Development of professional skills. The highest level of evidence is presented bythe articles dealing with didactics; on the contrary, no articles were found that dealtwith topics related with early inclusion of IPE in the medical and nursing curricula,which are currently necessary to complement the focus of patient-centered care. Conclusion. The thematic nuclei show that the level of evidence in the literatureis varied, although mostly descriptive in scope, highlighting the development ofprofessional skills as a result of interprofessional education.

show abstract

The benefits of interprofessional learning and teamwork in primary care ambulatory training settings

Cited by 56 publications

References 20 publications

Interprofessional Education Competition During the COVID-19 Pandemic at King Saud University: Benefits and Challenges

Interprofessional Education Competition During the COVID-19 Pandemic at King Saud University: Benefits and Challenges

Interprofessional collaborative learning in the workplace: a qualitative study at a non-governmental organisation in Durban, South Africa

Formation in Interprofessional Education in Nursing and Medical Students Globally. Scoping review

Contact Info

Product

Resources

About