Interprofessional Education for Collaboration Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary (2013) / Chapter Skim
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Pages 43-54
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From page 43... ...
EMBRACING A COMMON PARLANCE Without clear conceptualizations of what is being investigated and without a common understanding of what various terms mean, researchers studying IPE face a variety of problems, Reeves said. He also noted that throughout the workshop participants had inaccurately used some words interchangeably.
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From page 44... ...
, there are two overarching themes that arise when one discusses measurement practices in IPE: the need for competencybased models and the need for a more robust evidence base. Although work is under way to fill the gaps in the evidence base, serious obstacles remain because of uncertainty about what to measure and how to measure it.
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From page 45... ...
During that time the percentage of members who kept their hypertension under control went from 61 to 83 percent, the latter of which is roughly 10 to 30 percent above the national average. As workshop speaker Dennis Helling, executive director of pharmacy operations and therapeutics at Kaiser Permanente, said, "We are a team-based, fully integrated delivery system, with an electronic medical record that is a great site for IPE." And, he added, the pharmacy operations section is taking full advantage of this IPE opportunity by engaging its students in meaningful work as part of these well-functioning teams.
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From page 46... ...
This might include portfolios, blogs, or electronic applications installed on mobile devices, such as iPhones and iPads, which could be sources of information for measuring the effectiveness of IPE applications. In fact, the participant said, some IPE programs are already using blogs within portfolios that capture what happens over time, particularly from a developmental perspective.
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From page 47... ...
There are no assessments from individuals provided in the CATME report, only group feedback created by aggregating the data from individual responses. The eventual goal is to be able to compare these outcomes with team performance scores gathered from other interprofessional activities in order to measure their students' interprofessional growth over time.
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From page 48... ...
They were particularly interested in finding a model that could as sess student learning. Through their research they considered the following models: • Traditional model of the facilitated discussion • Group projects • Problem-based learning • Michaelson's team-based learning model In the traditional model of the facilitated discussion, students participate in a planned "experience" and read literature to more fully understand the experience.
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From page 49... ...
In this model, an activity begins with roughly eight teams gathering in a room with a single facilitator who keeps time and directs the learning experience. The teams work in parallel to solve a multidimensional clinical puzzle in which they identify potential harms and process errors.
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Their tool, the Interprofessional Teamwork Objective Structured Clinical Examination, assesses students' pre- and post-clinical/clerkship outcomes in order to better understand student learning before and after completing four IPE simulation experiences, which are done in the same year. Students are also assessed following each individual simulation experience, she added.
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From page 51... ...
Using patient interviews to assess student success, the research group found that despite the lack of evidence demonstrating a significant impact on patient falls -- which may have been an artifact of the small sample size -- 93 percent of patients reported that the students' interventions had value. Furthermore, through pre- and post-intervention testing of the participating medical and nursing students, faculty did find that the students had significantly greater confidence in assessing and intervening at-risk patients after participating in the interventions.
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From page 52... ...
For example, she pointed out that in 2010 the National Quality Forum published Preferred Practices and Performance Measures for Measuring and Reporting Care Coordination (NQF, 2010) , and that same year the Agency for Healthcare Research and Quality produced Care Coordination Measures Atlas (AHRQ, 2012)
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From page 53... ...
An interprofessional practice capability framework focusing on safe, high quality client centred health service. Journal of Allied Health.
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From page 54... ...
2011. Are female students in general and nursing students more ready for teamwork and interprofessional collaboration in healthcare?
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