Transcript Slide 1

by
Sheila R. Krajnik
Kate Brennan
Rebecca Epperly
Kerry Vandergrift
Waldron College of Health and
Human Services
Radford University
You Do What?
Interprofessional Education for Improved
Teamwork in the Real World
Learning Objectives
Upon completion of this session, participants will be able to:
• Explain the trends and value of interprofessional
education for today’s workplace.
• Discuss effective interprofessional learning
approaches.
• Identify content and process elements of
interprofessional learning activities that facilitate
student engagement within their own disciplines.
• Develop a broad concept of an interprofessional
learning session, specific to their own disciplines,
using a case study.
What does the literature say?
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Trends
Definitions
Developments & Growth in Higher Ed
Assessment of learning
Outcomes
IPE Defined
• Varied terminology:
– interdisciplinary; multidisciplinary; team or group;
transdisciplinary; professional community.
• “Interprofessional” is more recent:
– People from different disciplines collaborate on common
products or service outcomes (Guile, 2012).
– Objectives of interprofessional work integration
• Resolve real world or complex problems;
• Provide different perspectives on problems;
• Create comprehensive approaches & solutions;
• Develop consensus on definitions & guidelines;
• Provide comprehensive & effective services and/or
products.
IPE Defined
• Interprofessional Education
– Occasions when two or more professions learn with, from, and
about each other to improve collaboration and the quality of
services and/or outcomes (Reeves et al. 2012).
– Professionals need education & training to provide them with
the attitudes, knowledge, skills, and behaviors needed to work
effectively together to deliver expected outcomes.
– Traditional “uniprofessional” approach to professions
education is insufficient to support effective collaboration (tribal
approach; teaching in ‘silos’; ).
– IPE is not students learning to do the roles of other
professionals, but how to integrate their own professional role
with others for an improved outcome.
Development of IPE
• Gained prominence within last 3 decades;
• Grew out of shifts in global industry:
– from less complex individual work → more complex multiperson projects.
– More horizontal coordination of work processes & decreasing
hierarchical coordination.
• Majority of IPE remains in the workplace;
• Rapidly increasing trend of IPE in higher education to
address:
– Understanding of other’s roles;
– Skills for collaboration & communication;
– Self-efficacy for interacting with colleagues.
Examples in Higher Education
 Bioinformatics: biology; computer science; math &
statistics.
 Architects; engineers, project managers.
 Film crews.
 Sustainable business: biology; engineering; social
entrepreneurship; architecture.
 Healthcare & Social Services: nursing; physician;
pharmacy; social work; psychology.
 Health & Rehabilitation: Nursing; occupational therapy;
physical therapy; speech therapy; therapeutic
recreation.
 Many health professions examples.
IPE Learning Approaches
• Requires explicit interprofessional interaction
between participants/students.
• Interactive learning approaches
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Case-based problem solving;
Laboratory & Simulation-based learning;
Small group discussion;
Practice-based learning (service placements)
eLearning (online discussions)
Assessment & Outcomes of IPE
• IPE outcomes model (Freeth et al. 2002)
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Level 1: assess participant reactions;
Level 2: evaluate change in attitudes or perceptions;
Level 3: assess behavioral change;
Level 4: evaluate change in organizational practice & benefits to
customer.
Increasing evidence of effectiveness of IPE;
Most studies in higher education evaluate Levels 1 & 2;
Majority of learners report positive reactions toward participation;
Positive changes in perceptions & attitudes, knowledge, & skills of
collaboration & communication;
• Positive changes in interprofessional collaboration, & enhanced
understanding of roles;
• IPE should be integrated into pre-professional programs.
WCHHS Interdisciplinary Symposia
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Idea Germination
Committee Formation
Spring 2012; Fall 2012; Spring 2013
Process
Content
WCHHS IPE Symposium: Process
– Faculty recruitment
– Format
– Student recruitment
• Communication
– Web-based D2L
– Issues of jargon, turf and hierarchies
WCHHS IPE Symposium: Content
• Case study approach
– Elderly woman after a stroke
– 3 year old girl with cerebral palsy
• Assessment data from each discipline
WCHHS IPE Symposium: Group Process
• Discussion of scope of practice
• Development of problem list
• Identification of distinct and overlapping
responsibilities
– Jargon, turf, hierarchies
WCHHS: Assessment
• Pre- and Post-Learning Questionnaire
• Self-report
• 5-point Likert scale
– Strongly Disagree to Strongly Agree
• 12 “Knowledge” items;
• 19 “Attitude/Perception” items (Readiness for
Inter-Professional Learning).
• Post-Learning Questionnaire also included 4
qualitative items.
WCHHS: Findings
• N = 121
• Statistically significant increase in knowledge
of own & other’s roles (t=10.70; p=.000).
• Statistically significant positive change in
attitudes & perceptions toward team learning &
working (t=2.99; p=.004)
• Increase in frequency of Strongly Agree/Agree
responses across all items.
WCHHS: Findings
• The best thing about the symposium was:
– Learning (75): “Learning about each
profession and how they relate to mine in
treating a patient.”
– Collaboration (52): “Being able to collaborate
with students in other professions.”
– Unity (14): “Being one team!!!”
– Personal and professional growth (12):
“Gaining confidence to speak out in a group
setting.”
– Logistics (7): “Food.”
WCHHS: Findings
• When you have the Symposium again please make the
following changes:
– Materials and information (28)
– Structure (26)
– Logistics (21)
– Add disciplines (20)
• Discuss how you felt participating with other disciplines
in providing client/patient care:
– Overwhelmingly positive
“great opportunity” “Loved it” “very rewarding”
“great experience” “This was very beneficial”
“Thoroughly enjoyed it”
WCHHS: Findings
• The thing I learned about another discipline’s practice
that I didn’t know was:
– Discipline specific information (66):
• “SLP’s work with literacy.”
• “Social work: finding outside/community
resources for the family.”
• “understanding the difference between OT & PT.”
• “Nurses can do respiratory care also.”
– All disciplines (29): “How much overlap there is
between the disciplines.”
– Practical knowledge (9): “Acronyms”
Your Turn: Interprofessional Experience
• Who is on YOUR team?
How do disciplines compliment each other?
Do you have common work settings or project outcomes?
• What vital skills would you like to foster?
• What scenarios or case studies would
promote the goals you have for your
students?
Sharing Group ideas
Lessons learned
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Start early
Recruit flexible, committed faculty
Gain leadership support
Identify funding if needed for food or
printing
• Details, details, details
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Planning time
Space available
Group leaders
Food
Thank You for Participating!
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References
Ali, M. (2012). Development of a course sequence for an interdisciplinary curriculum. Higher
Education Studies, 2(3), 1-8. doi:10.5539/hes.v2n3p1
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Choi, B. C. K., & Pak, A. W. P. (2006). Multidisciplinarity, interdisciplinarity and
transdisciplinarity in health research, services, education and policy: 1. Definitions,
objectives, and evidence of effectiveness. Clinical & Investigative Medicine, 29, 351364. Retrieved from http://cimonline.ca/index.php/cim
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Dufrene, C. (2012). Health care partnerships: A literature review of interdisciplinary education.
The Journal of Nursing Education, 51, 212-216. doi:10.3928/01484834-20120224-01
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Graybeal, C., Long, R., Scalise-Smith, D., & Zeibig, E. (2010). The art and science of
interprofessional education. Journal of Allied Health, 39, 232-237. Retrieved from
http://www.asahp.org/journal_ah.htm
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Guile, D. (2012). Inter-professional working and learning: ‘Recontextualising’ lessons from
‘project work’ for programmes of initial professional formation. Journal of Education and
Work, 25(1), 79-99. doi:10/1080/13639080.2012.644908
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Izberk-Bilgin, E., Klein, B. D., Chandra, C., Lee, H., Susko, D., Lee, M., & Zikanov, O. (2012). A
multidisciplinary team-teaching approach to sustainable business education. Journal of
Case Studies in Education, 3, 1-19. Retrieved from http://www.aabri.com/jcse.html
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References
McFadyen, A. K., Webster, V., Strachan, K., Figgins, E., Brown, H., & McKechnie, J. (2005).
The Readiness for Interprofessional Learning Scale: A possible more stabel sub-scale
model for the original version of RIPLS. Journal of Interprofessional Care, 19, 595-603.
doi: 10.1080/13561820500430157
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Reeves, S., Tassone, M., Parker, K., Wagner, S. J., & Simmons, B. (2012). Interprofessional
education: An overview of key developments in the past three decades. Work, 41, 233245. doi: 10.3233/WOR-2012-1298
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Scanlon, L. (ed.). (2011). Becoming a professional: An interdisciplinary analysis of professional
learning. New York, NY: Springer.
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Williams, B., McCook, F., Brown, T., Palmero, C., McKenna, L., Boyle, M. …McCall, L. (2012).
Are undergraduate health care students ‘ready’ for interprofessional learning? A crosssectional attitudinal study. The Internet Journal of Allied Health Sciences and Practice,
10. Retrieved from http://ijahsp.nova.edu
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Zucchero, R. A., Hooker, E. A., Harland, B., Larkin, S., & Tunningley, J. (2011). Maximizing the
impact of a symposium to facilitate change in student attitudes about interdisciplinary
teamwork. Clinical Gerontologist, 34, 399-412. doi:10.1080/07317115.2011.588543