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Interprofessional Medical Education and Practice: Global Perspectives in Overcoming the Challenges of Disrupted Future

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A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (5 November 2023) | Viewed by 5512

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Special Issue Editor

Prof. Dr. Patricia B. Mullan

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Guest Editor

Department of Learning Health Sciences, University of Michigan, Ann Arbor, MI 48109, USA
Interests: program evaluation; assessment; autonomy supporting learning theories and teaching methods; faculty development; relationship-centered care; cancer education; professional socialization; career development in health professions and international medical education

Special Issue Information

Dear Colleagues,

Interprofessional Education and Practice. We acknowledge that we practice medicine in a world that did not anticipate the medical and social disruption of COVID-19 and is hoping that climate change will be gentle and that our social and learning environment will remain predictable.

This Special Issue of Interprofessional Education and Practice invites leaders in interprofessional health professions to share their stories. How are they helping select and prepare students to become our colleagues in a shared future?

To facilitate the coherence of this issue, we have asked the lead authors of each article to address a common set of questions:

How do they define “interprofessional”?
What is the evidence that their program’s mission is congruent with what their…

Institution promotes?
Students experience as interesting and inspiring?
Faculty and administration see as warranting their support?
Institutions consider promoting their sustainability?
Patients experience as augmenting their health?

We hope that you experience the collection as promoting diversity, inclusivity, and sustainability.

The examples I draw from multiple countries and institutions: Examples this collection shares with you will include:

Artificial intelligence, as supported in Canada;
Education preparing physicians in the U.S. military;
Palliative Care;
Climate Control.

We hope that you will find their stories as engaging to read as we were to hear them. We wish you and them well and hope they prosper and continue to inspire us.

Prof. Dr. Patricia B. Mullan
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

interprofessional medical education
interprofessional medical education and practice
medical education
global medical education

Published Papers (5 papers)

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Research

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11 pages, 513 KiB

Open AccessArticle

Interprofessional Faculty Development on Health Disparities: Engineering a Crossover “Jigsaw” Journal Club

by Jessica T. Servey and Gayle Haischer-Rollo

Educ. Sci. 2024, 14(5), 468; https://doi.org/10.3390/educsci14050468 - 28 Apr 2024

Viewed by 415

Abstract

Medical education acknowledges our need to teach our physicians about “social determinants of health” and “health care disparities”. However, educators often lack actionable training to address this need. We describe a faculty development activity, a health disparities journal club, using the jigsaw strategy with the intent of increasing awareness, encouraging self-directed learning, and inspiring future teaching of the subject to health professional learners. We completed six workshops at six individual hospitals, with 95 total attendees in medicine and numerous other health professions. Our evaluation asked trainees to: report the number of journal articles about health disparities they had read, excluding the assigned journal club articles, in the past 12 months, and to predict future plans for reading about health disparities. In total, 28.9% responded they had “never read” a prior article on health or healthcare disparities, while 54.2% responded “1–5 articles”. Many (60%) reported they would continue to investigate this topic. Our experience has demonstrated the utility and positive impact of a “flipped classroom” jigsaw method, showing it can be used successfully in Inter-Professional (IPE) Faculty Development to increase active exposure and discussion of the content. Additionally, this method promotes individual reflection and enhances continued collective engagement. Full article

(This article belongs to the Special Issue Interprofessional Medical Education and Practice: Global Perspectives in Overcoming the Challenges of Disrupted Future)

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13 pages, 224 KiB

Open AccessArticle

Accelerating the Appropriate Adoption of Artificial Intelligence in Health Care: Prioritizing IDEA to Champion a Collaborative Educational Approach in a Stressed System

by Bemnet Teferi, Maram Omar, Tharshini Jeyakumar, Rebecca Charow, Caitlin Gillan, Jessica Jardine, Jane Mattson, Azra Dhalla, Sedef Akinli Kocak, Mohammad Salhia, Bryn Davies, Megan Clare, Sarah Younus and David Wiljer

Educ. Sci. 2024, 14(1), 39; https://doi.org/10.3390/educsci14010039 - 29 Dec 2023

Viewed by 906

Abstract

In a dynamic healthcare landscape, healthcare professionals (HCPs) must be proficient in artificial intelligence (AI). The Clinician Champions Program was created to address these AI education gaps. Over six weeks, three cohorts participated in this interprofessional program, featuring weekly assignments and a capstone project. This study employs a qualitative descriptive approach to assess the program’s effectiveness in enhancing knowledge, confidence, and skills in AI integration. With a 78% completion rate among 158 clinicians, the program utilized engaging methods, including case studies, capstone projects, and reflective learning to meet diverse learning needs. It also emphasized ethical considerations (e.g., IDEA framework) and the importance of extending educational opportunities to various healthcare professionals. The findings highlight the necessity of a diverse, equitable, and inclusive learning environment to bridge AI education gaps in healthcare. The program’s success supports the idea that enhancing AI knowledge and fostering confidence can lead to meaningful AI discussions in healthcare practice. This research offers insights for educators and institutions aiming to address the evolving healthcare needs through innovative interprofessional educational approaches. Full article

(This article belongs to the Special Issue Interprofessional Medical Education and Practice: Global Perspectives in Overcoming the Challenges of Disrupted Future)

11 pages, 264 KiB

Open AccessArticle

A Comparative Study of Face-to-Face and Online Interprofessional Education Models for Nursing Students in Japan: A Cross-Sectional Survey

by Aya Saitoh, Tomoe Yokono, Tomoko Sumiyoshi, Izumi Kawachi and Mieko Uchiyama

Educ. Sci. 2023, 13(9), 937; https://doi.org/10.3390/educsci13090937 - 15 Sep 2023

Viewed by 946

Abstract

This study investigated the effects of an online interprofessional education (IPE) program on nursing students at a university in Japan. It conducted a comparative analysis between traditional face-to-face and online interventions. All students who enrolled in the “Team Medical Practice” course in both 2019 and 2020 were invited to participate. After team-based learning with different healthcare professions, we quantitatively analyzed pre- and post-intervention outcomes using two measures: the Readiness for Interprofessional Learning Scale (RIPLS) and the IPE Questionnaire TSUKUBA model (IPET). We compared the results of 153 nursing students. The RIPLS results demonstrate significant pre- and post-intervention score differences in the teamwork and collaboration subscale for the online group only. The post-IPE score analysis revealed that scores were significantly higher in the online group in all subscales: Teamwork and collaboration, Opportunities for IPE, and Uniqueness of profession. Based on the IPET results, there were no significant differences in pre- and post-intervention scores. However, the online group showed a significant increase in post-intervention scores in participation in group work, thoughts about the team in health and welfare, and thoughts about interprofessional collaboration. These findings indicate that the online IPE program improved nursing students’ readiness for interprofessional learning, demonstrating practical efficacy. Full article

(This article belongs to the Special Issue Interprofessional Medical Education and Practice: Global Perspectives in Overcoming the Challenges of Disrupted Future)

13 pages, 279 KiB

Open AccessArticle

Structural Competence and Equity-Minded Interprofessional Education: A Common Reading Approach to Learning

by Samantha Bates, Kelly Fisher, Jennifer Watson, Kayla Fair, Tracy Orwig and Danielle Walker

Educ. Sci. 2023, 13(3), 287; https://doi.org/10.3390/educsci13030287 - 8 Mar 2023

Viewed by 1333

Abstract

As a result of the COVID-19 pandemic and the Black Lives Matter movement, leaders in the field of interprofessional (IP) education have encouraged faculty to explore online adaptations to curriculum and examine strategies that enhance students’ structural competence. Structural competence is broadly defined as the ability to understand how oppression, governmental policies, and environmental inputs impact the health and well-being of an individual. With these changes in mind, a team of IP health science faculty developed two online curricular activities guided by the “common reading” book, Five Days at Memorial: Life and Death in a Storm-Ravaged Hospital by Sheri Fink. This article describes the development and findings of a mixed-methods evaluation of the two IP learning activities: (a) The Interprofessional Common Reading Experience (IPCRE) and (b) The IPCRE follow-up. The activities engaged over 250 students across multiple health professions (i.e., social work, nursing, athletic training, speech-language pathology, nutrition, and public health) attending three different universities. Our findings contribute to a greater understanding of how to develop online IP activities and curricular innovations that help to train equity-minded and anti-racist practitioners. Full article

(This article belongs to the Special Issue Interprofessional Medical Education and Practice: Global Perspectives in Overcoming the Challenges of Disrupted Future)

Other

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14 pages, 643 KiB

Open AccessSystematic Review

Interprofessional Climate Change Curriculum in Health Professional Programs: A Scoping Review

by Trisha Dalapati, Sophie E. Nick, Tristan A. Chari, Ian A. George, Alexandra Hunter Aitchison, Mark P. MacEachern, Aine N. O’Sullivan, Kreager A. Taber and Andrew Muzyk

Educ. Sci. 2023, 13(9), 945; https://doi.org/10.3390/educsci13090945 - 16 Sep 2023

Cited by 1 | Viewed by 1213

Abstract

Background: We conducted this scoping review to (1) comprehensively compile the published literature on interprofessional education focused on climate change and health, (2) assess the quality and outcomes of the existing curriculum interventions, and (3) highlight potential areas for further growth. By evaluating published curricular interventions, our goal was to highlight effective and validated developments that could be utilized by health professional educators seeking to include topics on climate change in the curriculum. Methods: We searched Ovid MEDLINE databases (MEDLINE, In-Process, In-Data-Review and Other Non-Indexed Citations, and Epub Ahead of Print), Embase, Clarivate Web of Science, and EBSCOhost Education Abstracts from inception through March 2023. Resulting articles were screened for relevance, and data were extracted from the included studies. The Medical Education Research Study Quality Instrument (MERSQI) was used to assess the quality of each included study. Findings: We screened 688 unique articles, and 6 met inclusion criteria. Publications dated from 2013 to 2023. Three studies included students or healthcare professionals from at least three health profession education programs. The mean MERSQI score was 8·17 (SD = 1·34; range 6–10). Curricular interventions varied by study, and topics included effects of climate change on human health, effect of climate change on extreme weather events and infectious disease exposures, and role of health professionals in climate change communication. Studies did not utilize a two-group comparison design. Most studies used an assessment tool with content validity evidence, but no study provided evidence of validity for internal structure or relationships to other variables. Studies reported that curricular interventions improved outcomes related to both climate change and interprofessional education. Interpretation: Despite the growing call for health professional education focused on climate change and health, there remains a gap in the interprofessional curricular interventions that have been assessed. Full article

(This article belongs to the Special Issue Interprofessional Medical Education and Practice: Global Perspectives in Overcoming the Challenges of Disrupted Future)

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