Background: The purpose of this study was to assess learning outcomes and student satisfaction after participating in a large-scale interprofessional (IPL) blended learning course.
Methods and findings: In this cross-sectional study, students from health, social care, and teacher education programs completed two questionnaires. The majority were satisfied with the blended learning approach. The IPL group discussions resulted in learning outcomes that were two times higher than those from traditional instruction, including lectures and assignments. Health and social care students reported lower learning outcomes and satisfaction than teacher education and child welfare students (p < 0.05).
Conclusions: The study demonstrated the feasibility of the blended learningapproach. However, IPL activities that are explicitly inclusive for all studentsshould be created for future courses.
Background: Interprofessional learning (IPL) research is mainly restricted to health students. The purpose of this study was to assess the IPL preparedness of students from health, social care, and teacher education programs.
Methods and findings: This project comprised an exploratory cross-sectionalstudy and online questionnaire. Of the 221 students included, the majority hadlearned about their own future role. In contrast, less than 20 percent had learnedabout other roles.
Conclusions: This study suggests that teacher education and health and social carestudents were not equally prepared for IPL. Future research should explore howeducators may balance an unequal understanding of roles among students.
Background: To facilitate a stronger recognition of the importance of the healthcare educator role and clearer communication regarding IPE, consensus is needed regardingn the values and areas of activity that all healthcare educators share, regardless of professional group.
Methods and findings: A five-phase consensus process was used, consisting of a survey and search to identify guidance documents, a literature review and text analysis, a face-to-face consensus meeting, a novel workshop to develop organizing principles, and a two-stage Delphi consultation. This consensus process resulted in a nine-item list of shared values and 25 activities sorted into four domains.
Conclusion: This article reports the development of a rigorous and collective consensus statement on the core values and activities shared by all healthcare educators. This is a necessary preliminary to establishing the groundwork on which interprofessional educational initiatives can be built.
Background: Interprofessional emergency department (ED) models of care, including physiotherapists, have emerged to answer growing demands for ED care. The purpose of this study was to assess the perceptions of ED physicians regarding ED physiotherapy.
Methods and findings: Ninety-five ED physicians, members of one of two ED physicians’ associations in the province of Québec, completed a survey (response rate = 14.7%). Most had a positive perception of physiotherapists’ competencies (96.8%) and were confident that ED physiotherapy care is safe and efficient (96.8%).
Conclusions: Based on responses from this limited sample, ED physicians have a positive perception of ED physiotherapy models of care.
Objectives: To describe the development and evaluation of a university-wide competency and evaluation framework for intra- and interprofessional education (IPE) teamwork.
Methods: Development of the framework was based on existing literature and specific contexts of the schools within our university. Evaluation and program alignment regarding use of the framework were achieved through qualitative interviews with deans of the Schools of Medicine, Nursing, and Pharmacy, and focused on how they evaluated student progression towards the university-wide teamwork competency. Interview data were analyzed using classical content analysis.
Results: Despite efforts to carefully design the framework, interviews revealed that significant variation exists regarding when and how both IPE and team-based care are taught and evaluated across schools. Common barriers to interprofessional education included variations in teamwork practices across disciplines, scheduling challenges, and lack of resources for implementation. Recommendations for how to align teaching and evaluation activities with the framework are posed.
Conclusions: Longitudinally tracking the development of interprofessional competencies within/across health professions schools requires careful planning and collaboration among institutional leaders, interprofessional educators, program evaluators, and students. The information gained from this process provides insights toward implementing future high-quality IPE in teamwork and other inter- and intraprofessional competencies, which may be helpful to others.
Background: The Trainee Participant Survey was developed for the evaluation of the Department of Veterans Affairs, Centers of Excellence in Primary Care Education (VA CoEPCE), which developed and delivered an interprofessional education (IPE) postgraduate curriculum to learners of multiple professions at seven geographically diverse VA facilities across the United States.
Methods and findings: Perceptions of the curriculum by learners across professions were assessed to identify differences in curricular perceptions and unmet needs to inform programmatic changes. The comparison of responses by profession revealed no statistically significant differences across the core domains; precepting, supervising, mentoring; or program practices. Trainee professions differed significantly on satisfaction and system impacts.
Conclusion: The Trainee Participant Survey has excellent psychometric properties and can serve as a model for evaluating future IPE programs.
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