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Healthcare
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Innovations in Interprofessional Care and Training
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Innovations in Interprofessional Care and Training

A special issue of Healthcare (ISSN 2227-9032). This special issue belongs to the section "Health Informatics and Big Data".

Deadline for manuscript submissions: closed (31 January 2025) | Viewed by 17141

Special Issue Editor

Dr. Tiffany Champagne-Langabeer

E-Mail Website
Guest Editor
Interprofessional Collaboration, School of Biomedical Informatics, The University of Texas Health Science Center at Houston (UTHealth), Houston, TX 77030, USA
Interests: interprofessional teams; organizational behavior in healthcare; clinical leadership; telehealth/tel
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Interprofessional collaboration occurs when healthcare professionals from different backgrounds assemble to care for patients or train students to do so. With the onset of the global COVID-19 pandemic, there has been a disruption of many of these team-based approaches due to the implementation of virtual care or care having occurred in alternate settings. This Special Issue of Healthcare focuses on recent successes and/or failures in the implementation of patient-centered, interprofessional care; the effectiveness of the hybrid/virtual instruction of the healthcare workforce, the patient's satisfaction as a recipient of interprofessional care, and programmatic assessments or project plans for advancing the health of populations using novel combinations of health workers as part of an interdisciplinary team. We welcome and encourage research from interprofessional teams, including virtual care, digital innovations, e-Health, remote home monitoring, and/or provider combinations such as community health workers and licensed providers or community paramedicine programs. 

Dr. Tiffany Champagne-Langabeer
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Healthcare is an international peer-reviewed open access semimonthly 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 2700 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

  • patient-centered
  • interprofessional care
  • virtual environments
  • training the healthcare workforce
  • virtual care
  • digital innovations
  • e-health
  • community paramedicine
  • lay community outreach

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Published Papers (7 papers)

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Editorial

Jump to: Research

2 pages, 170 KiB  
Editorial
The Benefits and Challenges of Virtual Education for Interprofessional Teams in a Post-COVID Environment
by Tiffany Champagne-Langabeer
Healthcare 2022, 10(11), 2195; https://doi.org/10.3390/healthcare10112195 - 2 Nov 2022
Cited by 2 | Viewed by 1428
Abstract
There have been a series of disruptions in the healthcare environment since 2019, starting with the global pandemic [...] Full article
(This article belongs to the Special Issue Innovations in Interprofessional Care and Training)

Research

Jump to: Editorial

11 pages, 519 KiB  
Article
Using Task-Evoked Pupillary Response to Predict Clinical Performance during a Simulation Training
by Elba Mauriz, Sandra Caloca-Amber and Ana M. Vázquez-Casares
Healthcare 2023, 11(4), 455; https://doi.org/10.3390/healthcare11040455 - 4 Feb 2023
Cited by 3 | Viewed by 2023
Abstract
Training in healthcare skills can be affected by trainees’ workload when completing a task. Due to cognitive processing demands being negatively correlated to clinical performance, assessing mental workload through objective measures is crucial. This study aimed to investigate task-evoked changes in pupil size [...] Read more.
Training in healthcare skills can be affected by trainees’ workload when completing a task. Due to cognitive processing demands being negatively correlated to clinical performance, assessing mental workload through objective measures is crucial. This study aimed to investigate task-evoked changes in pupil size as reliable markers of mental workload and clinical performance. A sample of 49 nursing students participated in a cardiac arrest simulation-based practice. Measurements of cognitive demands (NASA-Task Load Index), physiological parameters (blood pressure, oxygen saturation, and heart rate), and pupil responses (minimum, maximum, and difference diameters) throughout revealed statistically significant differences according to performance scores. The analysis of a multiple regression model produced a statistically significant pattern between pupil diameter differences and heart rate, systolic blood pressure, workload, and performance (R2 = 0.280; F (6, 41) = 2.660; p < 0.028; d = 2.042). Findings suggest that pupil variations are promising markers to complement physiological metrics for predicting mental workload and clinical performance in medical practice. Full article
(This article belongs to the Special Issue Innovations in Interprofessional Care and Training)
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9 pages, 241 KiB  
Article
Collaborative Interprofessional Health Science Student Led Realistic Mass Casualty Incident Simulation
by Deborah L. McCrea, Robert C. Coghlan, Tiffany Champagne-Langabeer and Stanley Cron
Healthcare 2023, 11(1), 40; https://doi.org/10.3390/healthcare11010040 - 23 Dec 2022
Cited by 2 | Viewed by 2247
Abstract
In collaboration, a health science university and a fire department offered a mass casualty incident (MCI) simulation. The purpose of this study was to evaluate a cross-section of student health care providers to determine their working knowledge of an MCI. Students were given [...] Read more.
In collaboration, a health science university and a fire department offered a mass casualty incident (MCI) simulation. The purpose of this study was to evaluate a cross-section of student health care providers to determine their working knowledge of an MCI. Students were given a pretest using the Emergency Preparedness Information Questionnaire (EPIQ) and the Simple Triage and Rapid Transport (START) Quiz. The EPIQ instrument related to knowledge of triage, first aid, bio-agent detection, critical reporting, incident command, isolation/quarantine/decontamination, psychological issues, epidemiology, and communications. The START Quiz gave 10 scenarios. Didactic online content was given followed by the simulation a few weeks later. A posttest with the same instruments was given after the simulation. Participants were majority female (81.7%), aged between 25–34 (41.7%), and 61.7% (n = 74) had undergraduate or post-graduate degrees. The overall pretest mean was 2.92 and posttest mean was 3.64. The START Quiz found participants struggled to correctly assign triage levels. Students also experienced challenges correctly assigning patients to specific triage categories. Findings will assist educators to understand knowledge gaps, so revisions can be made to enhance learning in disaster management. Concentration in proper field triage is also a needed focus. Full article
(This article belongs to the Special Issue Innovations in Interprofessional Care and Training)
17 pages, 1800 KiB  
Article
Advancing Access to Healthcare through Telehealth: A Brownsville Community Assessment
by Edna Ely-Ledesma and Tiffany Champagne-Langabeer
Healthcare 2022, 10(12), 2509; https://doi.org/10.3390/healthcare10122509 - 11 Dec 2022
Cited by 3 | Viewed by 3345
Abstract
(1) Background: This paper focuses on the development of a community assessment for telehealth using an interprofessional lens, which sits at the intersection of public health and urban planning using multistakeholder input. The paper analyzes the process of designing and implementing a telemedicine [...] Read more.
(1) Background: This paper focuses on the development of a community assessment for telehealth using an interprofessional lens, which sits at the intersection of public health and urban planning using multistakeholder input. The paper analyzes the process of designing and implementing a telemedicine plan for the City of Brownsville and its surrounding metros. (2) Methods: We employed an interprofessional approach to CBPR which assumed all stakeholders as equal partners alongside the researchers to uncover the most relevant and useful knowledge to inform the development of telehealth community assessment. (3) Results: Key findings include that: physicians do not have the technology, financial means, or staff to provide a comprehensive system for telemedicine; and due to language and literacy barriers, many patients are not able to use a web-based system of telemedicine. We also found that all stakeholders believe that telehealth is a convenient tool that has the capacity to increase patient access and care. (4) Conclusions: Ultimately, the use of an interprofessional community-based participatory research (CBPR) design allowed our team to bring together local knowledge with that of trained experts to advance the research efforts. Full article
(This article belongs to the Special Issue Innovations in Interprofessional Care and Training)
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9 pages, 496 KiB  
Article
In-Person, Remote, or Hybrid Instruction? A Quality Improvement Assessment of a Six Week Interprofessional Education Pathway Program for Undergraduate Pre-Health Students
by Asia McCleary-Gaddy, Erica Tengyuan Yu and Robert D. Spears
Healthcare 2022, 10(12), 2399; https://doi.org/10.3390/healthcare10122399 - 29 Nov 2022
Cited by 4 | Viewed by 2095
Abstract
There is an emphasis on increasing the diversity of healthcare providers with the goal of reducing health disparities among racial/ethnic minorities. To support this initiative, pathway programs were designed to provide educational and career support to students belonging to racial/ethnic minorities or those [...] Read more.
There is an emphasis on increasing the diversity of healthcare providers with the goal of reducing health disparities among racial/ethnic minorities. To support this initiative, pathway programs were designed to provide educational and career support to students belonging to racial/ethnic minorities or those who have challenges applying to or entering health professions. As a consequence of the COVID-19 pandemic, pathway programs have assumed various instructional delivery formats (e.g., face to face, virtual, hybrid) with little knowledge on the satisfaction of such methods. The current preliminary study examines whether in person, virtual, or hybrid learning is most effective for underrepresented pre-health undergraduate students who are engaged in a six-week interprofessional health pathway program. Quantitative and qualitative data was collected at one time point towards the end of the program when it was offered in person, virtually, and in hybrid format. Results revealed that the pre-health pathway program received highest satisfaction when presented in a hybrid format and least satisfaction when presented in virtual instruction. Qualitative data suggests that virtual instruction increases feelings of isolation and complicates educational information due to the limitations of virtual streaming. Implications for pathway design are discussed. Full article
(This article belongs to the Special Issue Innovations in Interprofessional Care and Training)
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9 pages, 595 KiB  
Article
Unintended Consequences of a Transition to Synchronous, Virtual Simulations for Interprofessional Learners
by Tiffany Champagne-Langabeer, Samuel E. Neher, Marylou Cardenas-Turanzas and Jennifer L. Swails
Healthcare 2022, 10(11), 2184; https://doi.org/10.3390/healthcare10112184 - 31 Oct 2022
Cited by 3 | Viewed by 1778
Abstract
The coronavirus pandemic shifted in-person environments to virtual environments. Little is known about the effectiveness of fully synchronous, virtual interprofessional education (IPE). This study aims to compare two IPE cases that occurred in-person pre-pandemic and virtual during-pandemic. Two cases are analyzed: a medical [...] Read more.
The coronavirus pandemic shifted in-person environments to virtual environments. Little is known about the effectiveness of fully synchronous, virtual interprofessional education (IPE). This study aims to compare two IPE cases that occurred in-person pre-pandemic and virtual during-pandemic. Two cases are analyzed: a medical error care and a charity care case. Participants were students from various health science disciplines. Assessments were captured through The Interprofessional Collaborative Competency Attainment Survey (ICCAS). Effect sizes were calculated for the pre-and post-surveys and analyzed using Cohen’s d for independent samples. From the in-person collection period, a total of 479 students participated in the medical error simulation and 479 in the charity care simulation. During the virtual collection period, a total of 506 students participated in the medical error simulation and 507 participated in the charity care simulation. In the data for the virtual simulations, the medical error case study maintained a large effect size (0.81) while the charity care simulation had a lesser impact (0.64 effect size). Structural details of the patient cases may be a critical variable. Future research is needed to better understand how health science students can obtain more training to notice the subtle cues from patients assessed through telemedicine modalities. Full article
(This article belongs to the Special Issue Innovations in Interprofessional Care and Training)
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27 pages, 2389 KiB  
Article
Establishing the Competency Development and Talent Cultivation Strategies for Physician-Patient Shared Decision-Making Competency Based on the IAA-NRM Approach
by Shan-Fu Yu, Chih-Ming Hsu, Hui-Ting Wang, Tien-Tsai Cheng, Jia-Feng Chen, Chia-Li Lin and Hsing-Tse Yu
Healthcare 2022, 10(10), 1844; https://doi.org/10.3390/healthcare10101844 - 23 Sep 2022
Cited by 2 | Viewed by 2637
Abstract
Shared decision making (SDM) is a collaborative process involving patients and their healthcare workers negotiating to reach a shared decision about medical care. However, various physician stakeholders (attending physicians, medical residents, and doctors in post-graduate years) may have different viewpoints on SDM processes. [...] Read more.
Shared decision making (SDM) is a collaborative process involving patients and their healthcare workers negotiating to reach a shared decision about medical care. However, various physician stakeholders (attending physicians, medical residents, and doctors in post-graduate years) may have different viewpoints on SDM processes. The purpose of this study is to explore the core competence of physicians in performing SDM tasks and to investigate the significant competency development aspects/criteria by applying the literature research and expert interviews. We adopt the IAA (importance awareness analysis) technique for different stakeholders to evaluate the status of competency development aspects/criteria and to determine the NRM (network relation map) based on the DEMATEL (decision-making trial and evaluation laboratory) technique. The study combines the IAA and NRM methods and suggests using the IAA-NRM approach to evaluate the adoption strategies and common suitable paths for different levels of physicians. Our findings reveal that SDM perception and practice is the primary influencer of SDM competence development for all stakeholders. The current model can help hospital administrators and directors of medical education understand the diverse stakeholders’ perspectives on the core competence of SDM tasks and determine common development plans. It provides strategic directions for SDM competency development and talent cultivation programs. Full article
(This article belongs to the Special Issue Innovations in Interprofessional Care and Training)
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