The Readiness for Interprofessional Learning Scale: To RIPLS or not to RIPLS? That is only part of the question
We live in two inter-related worlds of interprofessional education and collaborative practice (IPECP) by simultaneously implementing and evaluating the University of Minnesota IPECP program, across 21 schools and programs on three campuses and in our work in the National Center for Interprofessional Practice and Education. We are constantly grappling with “on the ground” challenges and national issues that arise in the center; therefore, we are gaining a unique perspective about IPECP.
Using Multiple-Patient Simulations to Facilitate Interprofessional Communication Between Dietetic and Nursing Students and Improve Nutrition Care Process Skills
This article presents the design and evaluation of an interprofessional multiple-patient simulation between nursing and graduate dietetic students. Dietetic students' completed surveys were observed, scored, and debriefed during 3 patient simulations, and submitted plans of care. Fifteen of the 16 students agreed that the simulation enhanced interprofessional communication skills. Plans of care improved after debriefings, and 37 of the 39 nursing students who completed the simulation with dietetic students said the experience helped them learn the dietitian's role.
Cost-Effectiveness of a Physician–Pharmacist Collaboration Intervention to Improve Blood Pressure Control
Previous studies have demonstrated the cost-effectiveness of physician–pharmacist collaborations to improve hypertension control. However, most studies have limited generalizability, lacking minority and low-income populations. The Collaboration Among Pharmacist and Physicians to Improve Blood Pressure Now (CAPTION) trial randomized 625 patients from 32 medical offices in 15 states. Each office had an existing clinical pharmacist on staff. Pharmacists in intervention offices communicated with patients and made recommendations to physicians about changes in therapy.
Merging of Relevant IPE Themes from a Longitudinal Curriculum to Create a Capstone Project
Poster presentation from CAB 2015 by University of Colorado Anschutz Medical Campus
592 student participated in a year long Interprofessional Education and Development course-2 hour sessions for 16 weeks. Sessions were based on the four IPEC competencies. The purpose of the capstone session was to allow sutdents to demonstrate their integration and synthesis of key concepts taught during didactic sessions.
Louder than words: power and conflict in interprofessional education articles, 1954-2013
Interprofessional education is increasingly a core component of health professional curricula. It has been suggested that interprofessional education can directly enhance patient care outcomes. However, literature has reported many difficulties in its successful implementation. This study investigated students' perceptions of participating in an online, Web-based module to facilitate interprofessional education.
Attitude of Basic Science Medical Students Toward Interprofessional Collaboration
The study was done to obtain information about the attitude toward IPC among basic science medical students and note differences, if any, among different subgroups. Study was conducted among first to fifth semester students during July 2015 using the previously validated Jefferson Scale of Attitudes Toward Interprofessional Collaboration (JeffSATIC).
Evaluating an interprofessional education curriculum: A theory-informed approach
Background: This paper retrospectively reports on an evaluation framework applied to a local interprofessional education (IPE) curriculum design. The theoretically informed IPE curriculum spans the undergraduate health and social care programmes of over 10 professions as a curriculum theme. The teaching design and its impact were informed by psycho-social and learning theories.
Application and Student Perceptions of the PEEER© Model for Effective Healthcare Team Communications
Few interprofessional education (IPE) models include patients and caregivers. To address this, we developed a novel model for teaching IP communication which included patients and caregivers as team members. We describe the model and our use of it in several health professions education curricula. We report preliminary data from learners regarding their experiences learning and utilizing the model as part of their IPE. Overall the model was positively viewed by students, although the perceived value of learning activities involving the model varied by discipline.
A pilot study to test the effectiveness of an innovative interprofessional education assessment strategy
The goals of this quasi-experimental pilot study were to test an assessment tool designed to evaluate students' teamwork skills, and to assess the effectiveness of an interprofessional education (IPE) course. Participants were health professional students (physical therapy, pharmacy, dental and osteopathic medicine) 24 of whom were second-year students who had previously taken part in an IPE course (experimental group), and 22 of whom were third years that had not (control group).