Interprofessional education for complex neurological cases

• Published in: Journal of interprofessional care Vol. 34; no. 6; pp. 784 - 790
• Main Authors: Fenn, Natalie, Mushkat, Zoe, Murray, Alexandra N., Dimalanta, Kim, Vandiver, Michael, Robbins, Mark L., Hulme, Janice, Dupre, Anne-Marie
• Format: Journal Article
• Language: English
• Published: England Taylor & Francis 01.11.2020; Taylor & Francis Ltd
• Subjects: Attitudes; Collaboration; evaluation research; Feasibility; health and social care; Health care; Interdisciplinary aspects; Interdisciplinary education; interprofessional collaboration; Interprofessional education; Medical personnel; neurological disorders; Skills; Student health services; Students; Teamwork; Workforce; Interprofessional education; evaluation research; health and social care; teamwork; neurological disorders; interprofessional collaboration
• ISSN: 1356-1820; 1469-9567
• DOI: 10.1080/13561820.2019.1691159

There is a growing necessity for healthcare professionals to collaborate across disciplines in order to adequately treat patients. Interprofessional education (IPE) is one strategy that can be used to strengthen student attitudes, skill mastery, and preparedness toward working in interprofessional teams prior to joining the healthcare workforce. The current study evaluated the effects of a four-session IPE training program for students from four New England universities across nine different health professions. Participants (N = 46) were placed into teams to create an assessment plan, evaluated their patient volunteer, developed a treatment plan, and presented treatment plan decisions to the group. Students reported attitudes, skills and readiness to work on interprofessional teams before and after the training; additionally, students completed a free-response posttest questionnaire. Paired samples t-tests, repeated measures ANCOVA, and thematic analysis were conducted to analyze the data. Results showed that following program completion, participants expressed more positive attitudes toward team collaboration and demonstrated higher skill mastery to function within healthcare teams. The presence of prior IPE experience did not positively or negatively influence changes in attitudes, skills, or readiness from pretest to posttest. Results suggest that this IPE program demonstrated preliminary feasibility and effectiveness by actively improving the attitudes and skills of healthcare students to engage in interprofessional teamwork.