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Assessment tools in pre‐licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis

Authors:
Hailah Almoghirah at Newcastle University
Hailah Almoghirah
Hamde Nazar at Newcastle University
Hamde Nazar
Jan Illing
Jan Illing
Jan Illing
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Abstract

Objectives Interprofessional education (IPE) aims to provide students with the opportunity to develop and demonstrate the team working behaviors and skills that will lead to positive patient outcomes. This systematic review aims to identify and critically appraise the assessment tools used after a pre‐licensure IPE intervention and provide guidance on which tool to use according to the focus of the intervention. Methods In July 2019, the following electronic databases were searched: MEDLINE, ERIC, CINHAL, EMBASE, NEXUS website. All studies involving pre‐licensure healthcare students exposed to an IPE intervention, and undertook an assessment measuring student knowledge, skills, behavior, or change in organizational practice or a benefit to patients were included. Studies that used tools relying on self‐assessment only were excluded. Constructive alignment of the IPE intervention with the assessment was evaluated and quality assessment of the studies and critical appraisal of the validity evidence for the tools was undertaken. Results From 9502 returned studies, 39 studies met the inclusion criteria and were analyzed. These were rated as good in terms of methodological quality. Acquisition of knowledge was the most commonly assessed outcome, mainly with pre/post knowledge tests, followed by behavior change, which was measured by a range of validated tools. Patient benefit was defined as change in clinical effectiveness, patient safety or patient satisfaction. Constructive alignment of the IPE aim with the assessment was limited due to issues with study reporting. Tools measuring behavior change demonstrate mixed adherence to quality standards around reliability, validity and scales and scoring. Conclusions Various methods have been used to identify change following IPE, however choosing the most appropriate tool to support and align with the aim of the IPE intervention is crucial. We have critically appraised the available tools and offered an indication of their quality. This has informed the production of a decision aid to support the selection of the appropriate IPE assessment tool depending on the purpose of the intervention. More studies using these tools in rigorous study designs are required to substantiate the evidence base.
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... [9] There is a critical gap in the literature; a scarcity of robust assessment methodologies that can comprehensively assess the teamwork, communication, and decision-making skills of students engaged in large scale IPL settings ( N>300). [10] [2] [7] [11] [12] Many current IPL assessments have been designed to test if students can function expertly as competent individuals, or independent practitioners, [13,14] [15] and focus on short-term knowledge acquisition, impact on attitudes to other professions, and student satisfaction. ...
... [16] Several studies report self-assessment, which are not optimal given an individual's inability to assess such gains accurately. [17] [18] There is a small but growing literature providing validity evidence for the generation and interpretation of team scores intended for a large scale assessment of teamwork performances [18,19] [20,21] [15] In this paper, we extend our research on large scale interprofessional assessment [10] [22] by investigating the psychometrics of a novel IPL assessment that has the potential to be optimised to provide a high stakes assessment of collaborative teamwork. An opportunity to study this arose in a secondary analysis of data from a purposively designed interprofessional activity based around a videobased assessment for learning task. ...
... [4] Several tools have been developed to observe and measure student team performance either in real-time (in clinical settings or simulation) or video recordings. [7] [19] [15] In the work-based assessment literature, there are similar distinctions to be made between an assessment designed to measure the collective competence of a team or the individual competency of team members. [23] [24] [25] Challenges also arise in assessing student interprofessional team performance due to resource demands and limited curricular opportunities for team-based clinical activities. ...
Video-based Peer Assessment of Collaborative Teamwork in a large-scale interprofessional learning activity
Preprint
Full-text available
  • Sep 2023
Background The assessment of team performance in the context of large-scale Interprofessional Learning (IPL) initiatives is an important but underexplored area. It is essential for demonstrating the effectiveness of collaborative learning outcomes in preparing students for professional practice. Using Kane’s validity framework, we investigated whether peer assessment of student-produced videos depicting collaborative teamwork in an IPL activity was sufficiently valid for decision-making about team performance, and where the sources of error might lie to optimize future iterations of the assessment. Methods A large cohort of health professional students (n = 1218) of 8 differing professions was divided into teams containing 5–6 students. Each team collaborated on producing a short video to evidence their management of one of 12 complex patient cases. Students from two other teams, who had worked on the same case, individually rated each video using a previously developed assessment scale. A generalisability study quantified sources of error that impacted the reliability of peer assessment of collaborative teamwork. A decision study modeled the impact of differing numbers of raters. A modified Angoff determined the pass/fail mark. Results Peer assessment of collaborative teamwork was reliable (G = 0.71) based on scoring by students from two teams (n = 10–12) for each video. The main sources of variation were the stringency and subjectivity of fellow student assessors. Whilst professions marked with differing stringency, and individual student assessors had different views of the quality of a particular video, none of that individual assessor variance was attributable to the assessors’ profession. Teams performed similarly across the 12 cases overall, and no particular professions marked differently on any particular case. Conclusion A peer assessment of a student-produced video depicting interprofessional collaborative teamwork around the management of complex patient cases can be valid for decision-making about student team performance. Further refining marking rubrics and student assessor training could potentially modify assessor subjectivity. The impact of professions on assessing individual peers and the case-specificity of team performances in IPL settings need further exploration. This innovative approach to assessment offers a promising avenue for enhancing the measurement of collaborative learning outcomes in large-scale Interprofessional learning initiatives.
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... Collaborative working among healthcare professionals (HCPs) enhances the delivery of high-quality patient care; reducing hospital stays and improving costefficiencies (Baggs et al., 2004;Vazirani et al., 2005;Buring et al., 2009). Interprofessional education (IPE) has received extensive attention as a potential solution for encouraging collaborative practice and improving patient outcomes (Reeves et al., 2013;Almoghirah et al., 2021). IPE is recognised as an intervention when two or more health and/or social care professions interactively learn together to improve interdisciplinary collaboration and delivery of care Freeth et al., 2005). ...
... A systematic review reported that, based on Barr's modified Kirkpatrick model, IPE is well received by students, providing foci on knowledge and skills required to enable collaborative working (Reeves et al., 2016). Although there is international support for the widespread implementation of IPE, there is limited systematic evidence of its effectiveness (Almoghirah et al., 2021). Current literature reports that most studies concentrate on student attitudes and opinions of IPE rather than focusing on the preservation and application of skills gained during such sessions over time (Lapkin et al., 2013). ...
... Due to the follow-up period, there was a risk of recall bias; however, following brief prompts, students were able to reflect on cases, resources and learning from the session. Much of the current literature on IPE is often limited to the feedback relating to participants' knowledge or session satisfaction from one or more professions with far fewer studies reporting behaviour change as self-reports (Mattick & Bligh, 2003;Shelvey et al., 2016;Nazar et al., 2017;Almoghirah et al., 2021). ...
Longer-term outcomes of medicine and pharmacy students at Cardiff University after undergraduate therapeutics and prescribing interprofessional education
Article
  • Sep 2023
Background: Studies have reported students’ satisfaction with and learning from undergraduate interprofessional education (IPE). However, there is insufficient research reporting on any longer-term effects of IPE. The objective is to assess the longer-term impact of learning by 3rd/4th year medical and pharmacy students 12-24 months after a therapeutics/prescribing IPE session. Methods: Semi-structured interview transcriptions were explored inductively using thematical analysis, and deductively by using the Modified Kirkpatrick’s evaluation model. Exactly 34 interviews were conducted. Results: Inductively, six themes were identified: preparedness; students as learners and teachers; knowledge/skills development; application of learning; session value; and suggestions for change. Deductively, participants found the session enjoyable and interesting (level 1), had modified attitudes of peers (level 2a), acquired knowledge and skills (level 2b), and, those in employment, provided examples of behavioural change (level 3). No organisational change (level 4) or improved patient outcomes (level 5) were reported. Conclusion: Both medical and pharmacy participants were able to recall a therapeutic/prescribing IPE session that took place 12-24 months earlier. Participants emphasised the usefulness of interacting with peers, increasing their understanding of each others’ roles, improving communication skills and applying learning within practice. Those developing IPE should consider early consistent delivery, utilise multidisciplinary faculty members and ensure an appropriate student knowledge gap.
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... Such experiences should allow students to develop interprofessional competencies such as better communication, collaboration, and coordination of care. Assessing the impact of IPE and these interprofessional competencies are also challenging, as there is no specific IPE intervention and assessment fit for all purposes and for all professionals [8,10]. Robust assessment approaches are those which best measure the change in student behaviour objectively after IPE rather than relying on self-assessment, which is limited by its subjective nature [8]. ...
... We feasibility test the delivery of this intervention online, which overcomes some of the challenges of synchronising time, space and accessibility of students [6]. Additionally, to select an appropriate measure of student competence at interprofessional collaboration, we will use our decision aid produced as part of a systematic review about the evidence for validated tools for assessing performance at IPE [10]. ...
... From the decision aid in our previous work [10], we identified that the Interprofessional Professionalism Assessment tool (IPA) [25] has good reliability and validity in assessing performance at the individual level. It measures the behaviours of Interprofessional professionalism and communication skills across 6 domains: Communication; Respect; Altruism and Caring; Excellence; Ethics and Accountability (See appendix S6). ...
A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge
Article
Full-text available
  • Aug 2023
  • BMC Med Educ
Background Interprofessional education (IPE) has been identified as a strategy towards improving competence at interprofessional working and collaboration within teams. Entrustable professional activities (EPAs) provide a framework for translating competencies into elements of clinical practice, some of which in healthcare are inherently interprofessional. However, it is challenging to reconcile that entrustment decisions about student competence in an interprofessional activity are made about an individual without considering the dynamics and tensions between interprofessional team members and the task itself. This can influence students’ development and demonstration of competence at interprofessional collaboration. Methods In this study, undergraduate medical and pharmacy students worked in pairs online (Zoom) to undertake the hospital discharge process (a professional activity reliant on interprofessional collaboration) for a simulated patient, producing a hospital discharge letter and completing a consultation with the simulated patient. The online sessions were recorded and interprofessional behaviours were assessed using a validated scale completed by an interprofessional assessment team. Students undertook this IPE intervention three times after receiving feedback and a period of reflection each time. Results Eighteen students participated across the entire intervention and 27 one-hour online IPE sessions were completed and recorded. Students demonstrated statistically significant improvements in interprofessional behaviours across the three iterations (p < 0.05 for all the sessions). The discharge letter students produced also improved over the three sessions (p = 0.01). Students found the educational sessions useful and relevant. Conclusion This online IPE intervention provided the students with an authentic opportunity to work collaboratively. At the end of each iteration, students received feedback about their work as a team and about the discharge letter, helping students to reflect and purposefully develop their performance. The IPE intervention with this assessment strategy is feasible and allows student development to be captured but has proved to be time and resource intensive.
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... Further, a significant gap in the assessment of competencies and evaluation of IPE programs persists (Khalili et al., 2022). Almoghirah and colleagues (Almoghirah et al., 2021) noted that most tools reviewed focused on knowledge acquisition followed by those addressing behavioral change, concluding that more studies that measure behavior are needed. ...
Evolving global responses to the pandemic: sustaining interprofessional education and collaborative practice
Article
  • Mar 2024
The COVID-19 pandemic created global disruption in health professions education and healthcare practice, necessitating an abrupt move to digital delivery. A longitudinal survey was conducted to track the evolution of global responses to the pandemic. During the initial stages, educational and health institutions were forced to adapt quickly without careful consideration of optimal pedagogy, practices, and effectiveness of implemented approaches. In this paper, we report the results of Phase 3 of the global survey that was distributed between November 2021 and February 2022 through InterprofessionalResearch.Global (IPR.Global). The Phase 3 qualitative survey received 27 responses, representing 25 institutions from 13 countries in 6 regions. Using inductive thematic analysis, the data analysis resulted in three emerging themes: Impact of the pandemic on the delivery of interprofessional education and collaborative practice (IPECP); Impact of the pandemic on the healthcare system (team, population/client health, clients); and Sustainability and innovation. This study highlights the evolving nature of health education and collaborative practices in response to the COVID-19 pandemic. IPECP educators need to be resilient and deal with the complexities of face-to-face and digital learning delivery. Preparing for emerging forms of teamwork is essential for new work contexts and optimal health services.
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... Assessment modalities should be chosen coherently with the programs' objectives, the teaching methods, and the intensity of the clinical tasks (Almoghirah, Nazar, & Illing, 2021;Lie et al., 2016). Interprofessional supervision, in an authentic setting, should also be prioritized and planned early on (Havyer et al., 2016). ...
Premières étapes de planification pédagogique pour le développement de la compétence à la collaboration chez le résident de pédiatrie de passage à l'Unité de soins intensifs pédiatriques
Thesis
  • Jan 2023
Interprofessional collaboration is essential to safe and high-quality health care. Once in practice, physicians often find themselves in the position of coordinator, or leader, in interprofessional teams. However, the majority did not have access to collaboration training during their residency. The overall objective of our work is to study the fundamentals of developing new training activities in interprofessional collaboration for medical residents. A review of recent literature was conducted to explore the different essential steps in the development of training activities in interprofessional collaboration for health professionals. Ten recommendations have been synthesized and then presented according to a structured pedagogical development process, allowing their application realistically and practically. These recommendations will be presented in the first chapter. Then, the second chapter concerns a research project in training needs analysis. For any educational project, the needs analysis stage is essential to the development of activities rooted in the training context. Therefore, we conducted a mixed-method study and targeted the University of Montreal's pediatric residents, working in the Intensive Care Unit of the Centre Hospitalier Universitaire Sainte-Justine. From the results of this project, clear and realistic recommendations are proposed, particularly about various issues concerning residents, their physician colleagues, and the various health professionals with whom they work daily. URI: http://hdl.handle.net/20.500.11794/116107
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Exploring UK undergraduate healthcare students' perspectives on how to effectively design IPE: A qualitative study
Article
Full-text available
  • Dec 2023
Objectives To explore healthcare undergraduates' views on how to design effective IPE. The need for interprofessional education implementation in undergraduate healthcare education is gaining wide recognition globally. Students' views about their learning experiences can offer useful insights to advance teaching and learning courses. Thus, in the IPE literature, students’ views on how to effectively design IPE can help shape future IPE plans. Methods Purposeful sampling was used to recruit healthcare students who attended IPE events across three UK institutions. Virtual focus groups were conducted, and audio recorded. Transcripts were thematically analysed and relevant themes were presented under three subheadings, pre, during and post IPE session. Results Twenty-five students from medicine, nursing, pharmacy, midwifery and other disciplines participated in six focus groups. Students thought IPE should be offered consistently across the programme's years of study to ensure learning continuity. Students from programmes with higher placement hours (nursing and midwifery), suggested more IPE in placement. Pre-IPE sessions, introducing IPE to students attending for the first time was perceived to be important as the lack of awareness/understanding of IPE could adversely impact their willingness to attend and their engagement. During IPE, interaction with other students was perceived as the core of an effective IPE session. Students reported difficulties in communication with other students via online IPE sessions and thought they were less engaged compared to face-to-face sessions. Post-IPE, students valued reflective exercises, whereas traditional formal assessment was seen as a barrier to engagement with the learning. Conclusion Students considered IPE valuable to prepare for future practice. However, students felt that IPE experiences could be enhanced with proper planning to ensure regular compulsory IPE exposure. For better IPE experiences, IPE design and delivery should be in line with each healthcare programme's unique learning and training curriculum.
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Scoping Review: Interprofessional Simulation as an Effective Modality to Teaching Interprofessional Collaborative Competencies in the Emergency Department
Article
Full-text available
  • Mar 2023
Background: A scoping review was conducted to map the current body of research pertaining to simulation-enhanced interprofessional education (Sim-IPE) as a modality for teaching interprofessional collaboration (IPC) in the emergencydepartment (ED). Methods and Findings: The research team followed the PRISMA Extension for Scoping Reviews framework. Studies were included if they involved two or more healthcare professions, utilized simulation as the learning method for interprofessional education (IPE), involved simulation pertaining to the ED, and identified at least one Canadian Interprofessional Health Collaborative or Interprofessional Education Collaborative IPC competency as a learning outcome. In total, 896 studies were included for title and abstract screening and 806 were deemed irrelevant. Ninety full-text studies were assessed for eligibility and 34 were included in the review. Conclusions: Eighteen studies found Sim-IPE to be an effective method for teaching interprofessional competencies in the ED. Simulation-enhanced interprofessional education appears to be a promising methodology for teaching IPC competencies to ED healthcare professionals. Interprofessional collaboration competency frameworks should be utilized to guide Sim-IPE, and assessment tools specific to interprofessional competencies should be used in the assessment phase of Sim-IPE. Faculty development is a crucial component of Sim-IPE. Further longitudinal and outcome-based research is required.
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Spring EngAGEment: An Interprofessional Collaboration to Enhance Community Interaction and University Education
Article
Full-text available
  • Jan 2019
Purpose Interprofessional education and practices are increasingly recognized as vital to addressing complex health needs, including individuals living with Alzheimer's disease or other associated dementias (AD/OAD). An innovative approach to meet this need is to create a meaningful engagement experience, Spring EngAGEment, following a multidisciplinary patient-centered model to serve individuals with AD/OAD and their care partners in the community and to offer new interprofessional collaboration opportunities for college students and faculty across disciplines in nursing, recreation, and speech-language pathology. The Spring EngAGEment program was developed by lead undergraduate students in an outcome-based program planning course from the Department of Recreation, Parks & Leisure Services and implemented by student volunteers and faculty across the disciplines with ongoing mentorship from the author team and feedback from the local ACT on Alzheimer's team. The program offered community resource booths, gardening, music therapy, and physical activity education as a way to inform individuals with AD/OAD and their care partners on available community resources, increase their mental outlook, and help reduce their isolation and stress. Conclusions This interprofessional practice/interprofessional education experience not only allowed college students to facilitate collaboration with future health care professionals from a variety of disciplines but also provided the participants living with AD/OAD and their care partners with new ideas and strategies to help adjust to their life changes. Program outcomes from event participants with AD/OAD and student volunteers were reported. Lessons identified by the author team are discussed.
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The Power of Subjectivity in the Assessment of Medical Trainees
Article
Full-text available
  • Oct 2018
  • ACAD MED
Objectivity in the assessment of students and trainees has been a hallmark of quality since the introduction of multiple-choice items in the 1960s. In medical education, this has extended to the structured examination of clinical skills and workplace-based assessment. Competency-based medical education, a pervasive movement that started roughly around the turn of the century, similarly calls for rigorous, objective assessment to ensure that all medical trainees meet standards to assure quality of health care. At the same time, measures of objectivity, such as reliability, have consistently shown disappointing results. This raises questions about the extent to which objectivity in such assessments can be ensured. In fact, the legitimacy of “objective” assessment of individual trainees, particularly in the clinical workplace, may be questioned. Workplaces are highly dynamic and ratings by observers are inherently subjective, as they are based on expert judgment, and experts do not always agree—for good, idiosyncratic, reasons. Thus, efforts to “objectify” these assessments may be problematically distorting the assessment process itself. In addition, “competence” must meet standards, but it is also context dependent. Educators are now arriving at the insight that subjective expert judgments by medical professionals are not only unavoidable but actually should be embraced as the core of assessment of medical trainees. This paper elaborates on the case for subjectivity in assessment.
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The intersection of professionalism and interprofessional care: development and initial testing of the interprofessional professionalism assessment (IPA)
Article
Full-text available
  • Sep 2018
Valid assessment of interprofessional education and collaborative practice (IPECP) is challenging. The number of instruments that measure various aspects of IPECP, or in various sites is growing, however. The Interprofessional Professionalism Assessment (IPA) measures observable behaviors of health care professionals-in-training that demonstrate professionalism and collaboration when working with other health care providers in the context of people-centered care. The IPA instrument was created by the Interprofessional Professionalism Collaborative (IPC), a national group representing 12 entry-level health professions and one medical education assessment organization. The instrument was created and evaluated over several years through a comprehensive, multi-phasic process: 1) development of construct and observable behaviors, 2) instrument design, expert review and cognitive interviews, and 3) psychometric testing. The IPA contains 26 items representing six domains of professionalism (altruism and caring, excellence, ethics, respect, communication, accountability), and was tested by 233 preceptors rating health profession learners in the final year of their practical training. These preceptors represented 30 different academic institutions across the U.S., worked in various types of practice sites, and evaluated learners representing 10 different entry-level health professions. Exploratory factor analysis suggested four factors (communication, respect, excellence, altruism and caring) using 21 items with the least amount of missing data, and confirmed, for the most part, a priori expectations. Internal consistency reliability coefficients for the entire instrument and its four subscales were high (all greater than 0.9). Psychometric results demonstrate aspects of the IPA’s reliability and validity and its use across multiple health professions and in various practice sites.
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The effects of interprofessional diabetes education on the knowledge of medical, dentistry and nursing students
Article
Full-text available
  • Nov 2017
Objectives. Interprofessional teamwork is best attained through education that promotes mutual trust and effective communication. The primary aim of the study was to evaluate the impact of interprofessional learning on knowledge about diabetes. Methods. The cross-sectional study included students of medicine, dentistry and nursing at the Faculty of Medicine Foča, Bosnia and Herzegovina. The students were randomly allocated into one of two groups. Group 1 attended an interprofessional course on diabetes while group 2 was divided into three subgroups and each of the subgroups attended an uniprofessional diabetes course. The measuring instrument used in the course in order to assess the participants’ knowledge about diabetic care was a test containing multiple-choice questions about diabetes. The Interprofessional Questionnaire was used to explore the attitudes, views, values and beliefs of students regarding interprofessional education (IPE). Results. No statistically significant difference in total score on the test was found between the groups at baseline, but at follow-up the difference was highly statistically significant (F=10.87; p=0.002). The students from Group 1 had better results (21.82 points), compared to Group 2 (18.77 points). The statistically significant difference was observed in mean values (t=-3.997; p=0.001), between Groups 1 and 2; the students from Group 1 obtained 20.42 points, which is considered to indicate a respectively positive self-assessment of communication and teamwork skills. However, Group 2 indicated a negative self-assessment of communication and teamwork skills. Conclusion. The findings suggest that IPE activities may provide health profession students with valuable collaborative learning opportunities.
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Dental and Dental Hygiene Intraprofessional Education: A Pilot Program and Assessment of Students’ and Patients’ Satisfaction
Article
Full-text available
  • Oct 2017
Interprofessional and intraprofessional education (when students from two or more professions or within the same profession, respectively, learn about, from, and/or with each other) is crucial for effective interdisciplinary collaboration. The aims of this study were to assess the effectiveness of a clinical intraprofessional education program for dental and dental hygiene students, based on students' expectations and satisfaction with the program and patients' satisfaction with the team-based care. The pilot program was developed at the University of Tennessee Health Science Center College of Dentistry, where dental hygiene students were paired randomly with dental students scheduled for prophylaxis, scaling and root planing, or periodontal maintenance. Surveys with questions about the students' expectations and satisfaction were distributed to 89 senior dental students and 27 senior dental hygiene students before and after team-based procedures. Another survey was distributed to 17 patients asking about their satisfaction with the team-based care. All 27 dental hygiene students (100% response rate), 51 dental students (57.3% response rate), and all 17 patients (100% response rate) participated in the surveys. The results showed that both the dental and dental hygiene students had high expectations and were overall satisfied with the intraprofessional education. The students' expectations and perceived educational gap (difference between expectations and satisfaction) differed for the dental and dental hygiene students (p<0.001). The male dental students were also more satisfied than the female dental students (p<0.01). Overall, the program met or exceeded the students' expectations, and the patients were overwhelmingly satisfied with the team-based care. These results suggest that this intraprofessional practice model provided an effective educational experience for both dental and dental hygiene students and patients. The differences between the dental hygiene and dental students' expectations will help in the design of more effective training that promotes intraprofessional and interprofessional teamwork.
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The SBIRT Interprofessional Curriculum and Field Model
Article
  • Mar 2019
Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based practice to identify, reduce and prevent alcohol and drug use and abuse. SBIRT is a natural fit for interprofessional education (IPE). This article discusses an IPE SBIRT training model implemented with social work, medicine, pharmacy and nursing students that provided (a) education and training on SBIRT, (b) IPE experiences, and (c) clinical SBIRT application of learnings. Pre- and postpaired sample t tests indicated students’ content knowledge on SBIRT and attitudes toward people with alcohol problems all significantly improved (p < .001). Further, 95% of students would recommend this training.
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The development of an instrument to evaluate interprofessional student team competency
Article
  • Mar 2018
Healthcare institutions, accreditation agencies for higher learning, and organizations such as the National Academy of Medicine in the United States, support interprofessional education (IPE) opportunities. However, incorporating IPE opportunities into academic settings remains difficult. One challenge is assessing IPE learning and practice outcomes, especially at the level of student performance to ensure graduates are “collaboration-ready”. The Creighton-Interprofessional Collaborative Evaluation (C-ICE) instrument was developed to address the need for a measurement tool for interprofessional student team performance. Four interprofessional competency domains provide the framework for the C-ICE instrument. Twenty-six items were identified as essential to include in the C-ICE instrument. This instrument was found to be both a reliable and a valid instrument to measure interprofessional interactions of student teams. Inter-rater reliability as measured by Krippendorff’s nominal alpha (nKALPHA) ranged from .558 to .887; with four of the five independent assessments achieving nKALPHA greater than or equal to 0.796. The findings indicated that the instrument is understandable (Gwet’s alpha coefficient (gAC) 0.63), comprehensive (gAC = 0.62), useful and applicable (gAC = 0.54) in a variety of educational settings. The C-ICE instrument provides educators a comprehensive evaluation tool for assessing student team behaviors, skills, and performance.
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An Interprofessional Education and Collaborative Practice Model for Dentistry and Pharmacy
Article
  • Dec 2017
The aims of this study were to evaluate the feasibility of an interprofessional education and collaborative practice model (IECPM) developed by the School of Dentistry (SOD) and College of Pharmacy (COP) for the University of Minnesota dental clinics and to report results of the needs assessment using specific primary care metrics and medication histories gathered through use of the model in 2015-16. Planning focused on establishing a workflow to implement the IECPM by the SOD and COP. The interprofessional team that provided patient care for the study consisted of 50 dental students, ten dental therapy students, one pharmacy student, one pharmacy resident, one faculty pharmacist, one dental assistant, one faculty dental hygienist, and two dentists. The team selected 190 patients in the SOD clinic for the study based on the inclusion criteria: patients with two or more chronic medical conditions who were taking medications. The 190 patients received a comprehensive dental exam, review of social and medical history, and medication therapy management assessment by the interprofessional team. Specific core primary care metrics (blood pressure, pulse, tobacco use, and diabetes status) and identification of drug therapy problems (DTPs) were monitored and/or screened for during the dental visit. The results showed that the IECPM helped identify that this cohort of patients presented with chronic conditions: 64% had hypertension, 34% had diabetes, and 10.5% reported smoking cigarettes. Several DTPs were identified, of which "needs additional drug therapy" was the most common. This cohort was taking multiple medications (2-34 per patient) to address a variety of medical conditions. The study concluded that the IECPM with the SOD and COP helped address a primary care need that often goes unmet in dental clinics.
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Impact of a novel interprofessional dental and pharmacy student tobacco cessation education programme on dental patient outcomes
Article
  • Oct 2017
The dental setting presents a unique opportunity to assist patients with tobacco cessation. Many dental providers do not feel prepared to provide tobacco cessation, particularly with regard to education on pharmacological treatments. An interprofessional practice experience with dental and pharmacy students provides a novel approach to tobacco cessation in the dental setting, but it is not known whether such methods affect patient outcomes. The goal of the study was to examine the impact of a novel dental and pharmacy student tobacco cessation education programme on patient knowledge gained, barriers to utilising cessation medications, quit intentions, and quit behaviours as compared to standard care. Dental patients who were seen at the dental admissions clinic of a dental school on interprofessional care (IPC) days and received tobacco cessation education from the dental-pharmacy student team (N = 25) were compared with dental patients at the clinic seen on Standard Care (SC) days (N = 25). Patients completed a post-appointment survey and a 4-week follow-up survey. IPC patients reported greater perceived knowledge post-appointment and at follow-up regarding tobacco cessation compared with SC patients and had greater intentions to utilise medication to assist with tobacco cessation. At follow-up there were no differences between groups in terms of quit attempts. Among patients who made a quit attempt those in the IPC group were more likely to have set a quit date and contacted a provider for assistance regarding tobacco cessation. Dental-pharmacy student interprofessional tobacco cessation may be an innovative way to provide tobacco cessation education to dental patients and provide students with interprofessional practice experiences.
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Simulating the multi-disciplinary care team approach: Enhancing student understanding of anatomy through an ultrasound-anchored interprofessional session
Article
  • Sep 2017
Quality of healthcare delivery is dependent on collaboration between professional disciplines. Integrating opportunities for interprofessional learning in health science education programs prepares future clinicians to function as effective members of a multi-disciplinary care team. This study aimed to create a modified team-based learning (TBL) environment utilizing ultrasound technology during an interprofessional learning activity to enhance musculoskeletal anatomy knowledge of first year medical (MD) and physical therapy (PT) students. An ultrasound demonstration of structures of the upper limb was incorporated into the gross anatomy courses for first-year MD (n = 53) and PT (n = 28) students. Immediately before the learning experience, all students took an individual readiness assurance test (iRAT) based on clinical concepts regarding the assigned study material. Students observed while a physical medicine and rehabilitation physician demonstrated the use of ultrasound as a diagnostic and procedural tool for the shoulder and elbow. Following the demonstration, students worked within interprofessional teams (n = 14 teams, 5-6 students per team) to review the related anatomy on dissected specimens. At the end of the session, students worked within interprofessional teams to complete a collaborative clinical case-based multiple choice post-test. Team scores were compared to the mean individual score within each team with the Wilcoxon signed-rank test. Students scored higher on the collaborative post-test (95.2 ±10.2%) than on the iRAT (66.1 ± 13.9% for MD students and 76.2 ±14.2% for PT students, P < 0.0001). Results suggest that this interprofessional team activity facilitated an improved understanding and clinical application of anatomy. Anat Sci Educ. © 2017 American Association of Anatomists.
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