Summary: The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels

Interprofessional education (IPE) in health and human services educational and clinical settings has proliferated internationally. The use of information and communication technologies (ICTs) in the facilitation of interprofessional learning is also growing; despite this, reviews of the effectiveness of ICTs in the delivery of pre- and/or post-licensure IPE have been limited.

A recent study by Vernon Curran and colleagues reviewed the evaluation outcomes of IPE initiatives delivered using ICTs. Relevant electronic databases and journals from 1996 to 2013 were searched. Studies which evaluated the effectiveness of an IPE intervention using ICTs were included and analyzed using the Barr et al. modified Kirkpatrick educational outcomes typology.

Fifty-five studies were identified and a majority reported evaluation findings at level 1 (reaction/satisfaction). Analysis revealed that learners react favorably to the use of ICTs in the delivery of IPE, and ICT-mediated IPE can lead to positive attitudinal and knowledge change. A majority of the studies reported positive evaluation outcomes at the learner satisfaction level, with the use of web-based learning modalities.

The limited number of studies at other levels of the outcomes typology and deficiencies in study designs indicates the need for more rigorous evaluation of outcomes in ICT-mediated IPE.

Read More: http://informahealthcare.com/doi/abs/10.3109/13561820.2015.1021002

Summary: Implementation of interprofessional learning activities in a professional practicum: The emerging role of technology

To prepare future healthcare professionals to collaborate effectively, many universities have developed interprofessional education programs (IPE). Till date, these programs have been mostly courses or clinical simulation experiences. Few attempts have been made to pursue IPE in healthcare clinical settings.

A recent pilot study in four healthcare settings by Isabelle Brault and colleagues addresses interprofessional learning activities (ILAs) implemented during students' professional practicum, and discusses the actual and potential use of informatics in the ILA implementation. Analysis was conducted based on focus group interviews with trainees, clinical supervisors, ILA coordinators, and education managers. 

Overall, ILAs led to better clarification of roles and understanding of each professional's specific expertise. Informatics was helpful for developing a common language about IPE between trainees and healthcare professionals; opportunities for future application of informatics were noted. 

The study results support the relevance of ILAs and the value of promoting professional exchanges between students of different professions, both in academia and in the clinical setting. Informatics appears to offer opportunities for networking among students from different professions and for team members' professional development. The use of technology facilitated communication among the participants.

Read More: http://informahealthcare.com/doi/abs/10.3109/13561820.2015.1021308

Summary: Interprofessional mental health training in rural primary care: Findings from a mixed methods study

The benefits of interprofessional care in providing mental health services have been widely recognized, particularly in rural communities where access to health services is limited. There continues to be a need for more continuing interprofessional education in mental health intervention in rural areas. There have been few reports of rural programs in which mental health content has been combined with training in collaborative practice.

This study by Heath and colleagues used a sequential mixed-method and quasi-experimental design to evaluate the impact of an interprofessional, intersectoral education program designed to enhance collaborative mental health capacity in six rural sites. Quantitative results revealed a significant increase in positive attitudes toward interprofessional mental health care teams and self-reported increases in knowledge and understanding about collaborative mental health care delivery. The analysis of qualitative data collected following completion of the program, reinforced the value of teaching mental health content within the context of collaborative practice and revealed practice changes, including more interprofessional and intersectoral collaboration.

This study suggested that imbedding explicit training in collaborative care in content focused continuing professional education for more complex and chronic health issues may increase the likelihood that professionals will work together to effectively meet client needs.

Read More: http://informahealthcare.com/doi/abs/10.3109/13561820.2014.966808

Summary: Assessing interprofessional competence using a prospective reflective portfolio

The assessment of interprofessional competence or capability following interprofessional education (IPE) remains essential if we are to ensure future practitioners who are able to work in teams and collaborate for improved health outcomes. Any IPE curriculum must design and describe its theoretical stance and this also applies to how learning will be assessed.

A recent study by Sezer Domac, Liz Anderson, Michelle O'Reilly and Roger Smith addressed the use of an IPE portfolio by students across 10 professions as a flexible framework for students to demonstrate their learning. Using a qualitative approach, the completed portfolios of a proportion of students from medicine, social work, and speech and language therapy were read, and a sub-set of students were interviewed to gain their perceptions of this assessment process. 

The study highlights how emotional and cognitive learning triggers lead to new understandings for collaborative practice reached only because students were able to reflect on their experiences. The portfolio is now summative and includes other assessment components.


Read More: http://informahealthcare.com/doi/abs/10.3109/13561820.2014.983593