Education Articles
Please note that all articles can be downloaded.
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Collaborative inter-professional policy and practice: in search of evidence Journal of Education Policy Volume 27, Issue 3 2012 Authors: Marlene Morrison & Georgina Glenny
Collaborative inter-professional practice (IPP) is hailed increasingly by policy-makers and a growing number of practitioners as the new form of professional practice for those working within and across services for children and young people.
Based on desk research, and drawing upon an increasingly invasive use of the term ‘collaborative’ at macro as well as micro-levels of the state, this paper interrogates the discursive and organisational forms upon which this ‘new’ advocacy rests and permeates the fields of Education, Health, Social Care, and Social Work, including standards agendas. Summarising evidence from case examples, conclusions draw attention to the need for more rigorous research not only about the benefits and disbenefits of inter-professional education (IPE) and collaborative IPP but also about the purported causal links between them.
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Urgently Needed, a Radical Transformation of Professional Collaboration and Teamwork by Patricia Benner, April 2012 source Newsletter Educating Nurses
Patricia Benner writes about interprofessional educational innovations fresh in mind from the Josiah Macy Foundation Invitational Conference on Interprofessional Education led by George E. Thibault, MD.
This conference brought together a range of healthcare professionals committed to IHI’s three goals of improving the health of the population; improving our healthcare system’s quality and safety, while decreasing costs. Dr. George Thibault and his colleagues at the Josiah Macy Foundation have funded vibrant bold new experiments in interprofessional education, and this conference invited these innovative, committed healthcare professionals to come together and share what they have been learning from their experiments and what we need to do next to improve interprofessional education.
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Training in interprofessional collaboration (April 2012)
Line Paré MSW Jean Maziade MD CCMF FCMF MSc Francine Pelletier MSc Nathalie Houle MA Maximilien Iloko-Fundi MSc
"This training program was developed within family medicine units affiliated with Université Laval in Quebec for family medicine residents and trainees from various disciplines to develop competencies in patient-centred, interprofessional collaborative practice in primary care.
Based on adult learning theories, the program was divided into 3 phases—preparing family medicine unit professionals, training preceptors, and training the residents and trainees. The program’s pedagogic strategies allowed participants to learn with, from,and about one another while preparing them to engage in contemporary primary care practices. A combination of quantitative and qualitative methods was used to evaluate the implementation process and the immediate results of the training program.
The training program had a positive effect on both the clinical settings and the students. Preparation of clinical settings is an important issue that must be considered when planning practical interprofessional training."
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A four-year action research study was conducted across the Australian Capital Territory health system to strengthen interprofessional collaboration (IPC) though multiple intervention activities. The longitudinal interventional study of IPC involving multiple activities supporting increased IPC achieved many project-specific goals. However, improvements in attitudes over time were not demonstrated and neutral assessments predominated, highlighting the difficulties faced by studies targeting change at the systems level and over extended periods.
Source: BMC Health Services Research 2012, 12:99
For the full article click here
Transforming Interprofessional Groups through Educational Resources The TIGER project (December 2011)
Jacqui Williams (Midwifery Lecturer & Admissions Tutor)
Jackson JA, Bluteau PAS, Dales RBG, Coomber J, Thistlethwaite J, Charlton R.
This project, funded by NHS West Midlands, has developed, delivered and evaluated interprofessional learning opportunities for use in end of life care by pre-registration and undergraduate learners. Students from three professions: medicine, nursing and social work have learnt with, from and about one another, with the ultimate aim of improving collaboration and the quality of care (CAIPE 2002).
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Neophyte facilitator experiences of interprofessional education: implications for faculty development. (J Interprof Care. 2011 Sep;25(5):333-8)
The facilitation of learners from different professional groups requires a range of interprofessional knowledge and skills (e.g. an understanding of possible sources of tension between professions) in addition to those that are more generic, such as how to manage a small group of learners.
Empirical evidence regarding effective approaches to prepare for this type of work is limited. This article draws on data from a multiple case study of four IPE programs based in an urban setting in North America with a sample of neophyte facilitators and provides insight into their perceptions and experiences in preparing for and delivering IPE.
Findings from this study are discussed in relation to the IPE, faculty development and wider educational literature before implications are offered for the future delivery of interprofessional faculty development activities.
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Perspective: Postearthquake Haiti Renews the Call for Global Health Training in Medical Education (July 2011)
Archer, Natasha MD; Moschovis, Peter P. MD, MPH; Le, Phuoc V. MD, MPH; Farmer, Paul MD, PhD
An interdisciplinary approach to global health training that affirms health care as a human right and explores historical reasons for inequality will help physicians respond to disasters in resource-poor settings.
Abstract
On January 12, 2010, Haiti experienced one of the worst disasters in human history, a magnitude 7.0 earthquake, resulting in the deaths of approximately 222,000 Haitians and grievous injury to hundreds of thousands more. International agencies, academic institutions, nongovernmental organizations, and associations responded by sending thousands of medical professionals, including nurses, doctors, medics, and physical therapists, to support the underresourced Haitian health system. The volunteers who came to provide medical care to disaster victims worked tirelessly under extremely challenging conditions, but in many cases they had no previous work experience in resource-limited settings, minimal training in tropical disease, and no knowledge of the historical background that contributed to the catastrophe. Often, this lack of preparedness hindered their ability to care adequately for their patients. The authors of this perspective argue that the academic medicine community must prepare medical trainees not only to treat the illnesses of patients in resource-limited settings but also to fight the injustice that fosters disease and allows such catastrophes to unfold. The authors advocate purposeful attention to building global health curricula; providing adequate time, funding, and opportunity to work in resource-limited international settings; and ensuring sufficient supervision for trainees to work safely. They also call for an interdisciplinary approach to global health that both affirms health care as a fundamental human right and explores the historical, economic, and political causes of inequitable health care.
Academic Medicine: July 2011 - Volume 86 - Issue 7 - pp 829-839
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Interprofessional Education in the Internal Medicine Clerkship: Results from a National Survey (July 2011)
Liston, Beth W. MD, PhD; Fischer, Melissa A. MD, MEd; Way, David P. MEd; Torre, Dario MD, PhD; Papp, Klara K. PhD
Respondents valued interprofessional education in general, although responses were mixed for conducting it during internal medicine clerkships.
Abstract
Purpose: Growing data support interprofessional teams as an important part of medical education. This study describes attitudes, barriers, and practices regarding interprofessional education (IPE) in internal medicine (IM) clerkships in the United States and Canada.
Method: In 2009, a section on IPE was included on the Clerkship Directors in Internal Medicine annual survey. This section contained 23 multiple-choice questions exploring both core and subinternship experiences. Data were analyzed using descriptive statistics and Rasch analysis.
Results: Sixty-nine of 107 institutional members responded to the survey (64% response rate). Approximately 68% of responding clerkship directors believed that IPE is important to the practice of IM. However, only 57% believed that it should become a part of the undergraduate clinical curriculum. The three most significant barriers to IPE in the IM clerkship were scheduling alignment, time in the existing curriculum, and resources in time and money. Although more than half of respondents felt IPE should be included in the clinical curriculum, 81% indicated that there was no formal curriculum on IPE in their core IM clerkship, and 84% indicated that there was no formal curriculum during IM subinternship rotations at their institution.
Conclusions: There is limited penetration of IPE into one of the foundational clinical training episodes for medical students in Liaison Committee for Medical Education–accredited schools. This may be related to misperceptions of the relative value of these experiences and limitations of curricular time. Learning in and from successful models of interprofessional teams in clinical practice may help overcome these barriers.
Academic Medicine: July 2011 - Volume 86 - Issue 7 - pp 889-891
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Consultancies: A Model for Interdisciplinary Training and Mentoring of Junior Faculty Investigators (July 2011)
Herbert, Julia L.; Borson, Soo MD; Phelan, Elizabeth A. MD; Belza, Basia PhD, RN; Cochrane, Barbara B. PhD, RN
The consultancy format may stimulate the formation of new interdisciplinary mentoring relationships and foster cross-disciplinary collaborations.
Abstract
The study of complex, health-related problems is often best addressed by interdisciplinary teams, and yet models for training and mentoring junior investigators in an interdisciplinary mode are not widely available. Here, the authors describe their school's version of the consultancy process, a two-year effort (September 2007 to June 2009) sponsored by the University of Washington's Center for Interdisciplinary Geriatric Research, as a model for short-and long-term, interdisciplinary training and mentoring of junior faculty investigators, and evaluate its effects on establishing productive cross-disciplinary linkages among them. Between September 2007 and December 2008, written feedback was collected from participating faculty after each consultancy session. A brief, Internet-based survey of all attendees was conducted in February 2009 to gather information about longer-term implications and benefits of consultancy participation. Most respondents rated sessions highly, and a majority of the respondents reported increased networking opportunities, access to resources, new research questions, access to expertise beyond their disciplines as a result of the sessions, and a positive impact on cross-disciplinary collaborations. Their responses suggest that the consultancy format may stimulate the formation of new interdisciplinary mentoring relationships and foster cross-disciplinary collaborations.
Academic Medicine: July 2011 - Volume 86 - Issue 7 - pp 866-871
Authors: Lamb, Bryony; Clutton, Nick
Source: The Journal of Practice Teaching and Learning (The Journal of Practice Teaching in Health and Social Work), Volume 10, Number 2, 2010 , pp. 4-27(24)
Abstract:
This paper presents the case for a practical approach for developing the workforce, to safeguard patients and to improve the quality of the patient pathway across health, social care and beyond. Central to this is the inclusion of Crew Resource Management (CRM) (RAeS, 1999) skills learned from the aviation industry, to enhance interprofessional teamwork development and collaborative practice. To address this, we have developed a model for interprofessional teamwork development, focusing on improvement and patient safety which encompasses the entire system involved with the patient pathway. This model includes a transformative cycle of improvement and the processes and interprofessional leadership and membership skills required to achieve an open inclusive culture, providing interprofessional teams with the skills and tools to drive improvement for patient safety and increased satisfaction with services.
Link to article:
http://www.ingentaconnect.com/content/wab/jptl/2010/00000010/00000002/art00002
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Requirements for interprofessional education and practice. A comparative review for health and social care (September 2010)
Hugh Barr and Caroline Norrie (2010)
This is a comparative review of requirements for interprofessional education and collaborative practice in regulations for pre-registration professional education for medicine, nursery and midwifery, social work and the allied health professions from the General Medical Council, the Nursing and Midwifery Council, the General Social Care Council and the Health Professions Council, and for other relevant professions provided by their regulatory bodies as information becomes available.
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Bainbridge. L, (2010) IPE for Interprofessional Practice UBCMJ (Sept 2010)
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Development and testing of a scale to assess interprofessional education (IPE) facilitation skills. (J Contin Educ Health Prof. 2010 Spring;30(2):126-31.) Sargeant J, Hill T, Breau L.
Interprofessional education (IPE) is interactive and constructivist in nature and requires specific facilitation skills to engage participants in a unique body of content, interpersonal interaction, and learning from each other. This article describes the development and testing of a scale, the Interprofessional Facilitation Scale (IPFS), to assess educators' skills in facilitating IPE. The factors "Encouraging IP interaction" and "Contextualizing IPE" were psychometrically rigorous and supported by the literature as being critical to facilitating successful IPE. The IPFS can be used in facilitator development as a concise guide to IPE facilitation skills and for assessment and further enhancement of IP facilitation competencies. Further study is required to assess the scale in diverse settings, with preservice learners, and over the longer term
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Advice for mentors by Margaret Miers, Caroline Rickaby, Katherine Pollard
This resource to support interprofessional learning was developed after consulting students and qualified health and social care professionals about their experience of learning and working together. Students and staff were interviewed about their experiences of interprofessional learning and working during an evaluation of an interprofessional curriculum delivered in the School of Health and Social Care , University of the West of England (UWE), Bristol.
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Placing the User at the heart of Inter-professional learning : Lessons from people with learning disabilities (2008)
by Martin Bollard
Department of Social and Community Studies
Coventry University,
As a result of the complexity of needs that people with learning disabilities have, this group of people often come into contact with a range of different health professionals and different types of teams. Despite this people with learning disabilities are not always afforded the opportunity to share their knowledge and experience of being at the ‘receiving end’ of an array of different professionals and care processes. There have been limited attempts to elicit how this knowledge and experience can inform inter-professional learning (IPL) and the student body. This project sought to reverse this situation, by providing a platform for people with learning disabilities to comment on areas specifically related to inter-professional learning, such as team working.….............
A Best Evidence Systematic Review of Interprofessional Education BEME Guide no.9 (2008)
by Hammick M, Freeth D, Koppel I, Reeves S & Barr H (2008)
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'The Growth of Interprofessional Education in the Antwerp Education area' (2008)
by Giannoula Tsakitzidis.
This presentation was delivered at the EIPEN International workshop on Interprofessional Education at the University of Gent on October 24th and 25th 2008.
To read the abstract... click here
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Interprofessional Education needs to correspond with the necesity of interprofessinal work in health-care and welfare in Japan
by Hideaki E. Takahashi, M.D., Ph.D.
Professor Hideaki Takahashi is President of Niigata University of Health and Welfare.
This article was first published in The Niigata Journal of Health and Welfare Vol. 7 No.1 in 2007. It highlights the importance of ensuring that interprofessional education is congruent with the interprofessional working required to promote health-care and welfare in Japan and other countries. (more..)
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A Best Evidence Systematic Review of Interprofessional Education Executive Summary (2007)
by Hammick M, Freeth D, Koppel I, Reeves S & Barr H
Evidence to support the proposition that learning together will help practitioners and agencies work better together remains limited. To inform the above proposition we conducted a best evidence systematic review of evaluations of interprofessional education (IPE). This brought together evidence from 21 of the strongest contemporary evaluations of IPE. (more...)
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Every Child Matters: Parliamentary Briefing (March 2007)
by Anderson, Barr and Shardlow
(20/03/2007)
A brief review of problems besetting working relationships between professions caring for children and their families leads into a discussion of the role of interprofessional education (IPE) in improving collaborative practice. (more...)
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A Summary of Interprofessional Education in the Leicester School of Pharmacy, De Montfort University (August 2006)
by Neena Lakhani IPE Co-ordinator
(22/08/2006)
This summarises how the Leicester School of Pharmacy, De Montfort University, has integrated IPE into its teaching strategy. The approach was commended by the RPSGB at a visit in April 2006. (more...)
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Practical education of information technology Based on the collaboration within a community (July 2006)
by Yoshimichi Ogawa, Department of Welfare Systems Engineering, Kanagawa Institute of Technology, JAPAN
(01/07/2006)
The Kanagawa Institute of Technology (KAIT) has two faculties: the Faculty of Engineering (5 departments), and the Faculty of Information Technology (3 departments), located in Atsugi city which has a population of around 220,000. KAIT is conducting a collaborative comprehensive programme with community members and different faculties. Its purpose is to promote disabled citizen's quality of life and develop a practical education involving disabled users concerning IT. (more...)
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Go Global, Changing worlds, Changing Lives (2006)
'Go Global' is an international and interprofessional initiative within the Faculty of Health Sciences at Curtin University Western Australia. the programme has enabled more than 200 students from Occupational Therapy, Nursing, Physiotherapy, Speech Pathology and Pharmacy to deliver 25,000 hours of health related service to adults and children in partner organisations in India, South Africa, China and Ukraine.
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A summary of findings from a Systematic Review (September 2005)
by Hugh Barr
(03/09/2005)
reported in Barr, H., Koppel, I., Reeves, S., Hammick, M. and Freeth. D. (2005) Effective Interprofessional Education: Argument, Assumption and Evidence. Oxford: Blackwell
With recommendations based on analysis and arguments developed in that book and its companion volume. (more...)
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The conceptual basis for interprofessional collaboration: Core concepts and theoretical frameworks (May 2005)
Interprofessional collaboration is a key factor in initiatives designed to increase the effectiveness of health services currently offered to the public. It is important that the concept of collaboration be well understood, because although the increasingly complex health problems faced by health professionals are creating more interdependencies among them, we still have limited knowledge of the complexity of interprofessional relationships.
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Gilbert.J.H.V, (2005)Interprofessional Education for Patient Centred Practice, Nursing Leadership Volume 18 Number 2 (2005)
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