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Integrating Diverse Disciplines to Enhance Interprofessional Competency in Healthcare Delivery

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School of Biomedical Informatics, University of Texas Health Science Center (UT Health), Houston, TX 77030, USA
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School of Public Health, University of Texas Health Science Center, Houston, TX 77030, USA
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Cizik School of Nursing, University of Texas Health Science Center, Center, Houston, TX 77030, USA
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School of Dentistry, University of Texas Health Science Center, Houston, TX 77030, USA
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McGovern Medical School, University of Texas Health Science Center, Houston, TX 77030, USA
*
Author to whom correspondence should be addressed.
Healthcare 2019, 7(2), 75; https://doi.org/10.3390/healthcare7020075
Received: 25 February 2019 / Revised: 19 May 2019 / Accepted: 6 June 2019 / Published: 10 June 2019
Interprofessional education (IPE) typically involves clinical simulation exercises with students from medical and nursing schools. Yet, healthcare requires patient-centered teams that include diverse disciplines. Students from public health and informatics are rarely incorporated into IPE, signaling a gap in current educational practices. In this study, we integrated students from administrative and non-clinical disciplines into traditional clinical simulations and measured the effect on communication and teamwork. From July 2017–July 2018, 408 students from five schools (medicine, nursing, dentistry, public health, and informatics) participated in one of eight three-hour IPE clinical simulations with Standardized Patients and electronic health record technologies. Data were gathered using a pre-test–post-test interventional Interprofessional Collaborative Competency Attainment Survey (ICCAS) and through qualitative evaluations from Standardized Patients. Of the total 408 students, 386 (94.6%) had matched pre- and post-test results from the surveys. There was a 15.9% improvement in collaboration overall between the pre- and post-tests. ICCAS competencies showed improvements in teamwork, communication, collaboration, and conflict management, with an average change from 5.26 to 6.10 (t = 35.16; p < 0.001). We found by creating new clinical simulations with additional roles for non-clinical professionals, student learners were able to observe and learn interprofessional teamwork from each other and from faculty role models. View Full-Text
Keywords: interprofessional education; simulation-based education; standardized patients; medical education; electronic health record interprofessional education; simulation-based education; standardized patients; medical education; electronic health record
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Champagne-Langabeer, T.; Revere, L.; Tankimovich, M.; Yu, E.; Spears, R.; Swails, J.L. Integrating Diverse Disciplines to Enhance Interprofessional Competency in Healthcare Delivery. Healthcare 2019, 7, 75.

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