Interprofessional Practice Education for Health Professional Students

NCT03913169 | Completed

• 1 other identifier: 2015-E-04
• Study Type: interventional
• Target: 1,806
• Locations: 1 country
• Sites: 2

Brief Summary

The interprofessional practice \& education curriculum for the students to be employed in this study will include five modalities in a scaffolded structure progressing from low- to high-fidelity experiences over a two-year period: (1) classroom didactic sessions; (2) simulation laboratory sessions; (3) standardized patient sessions; (4) community-based clinical case conferences; and, (5) community-based interprofessional rotations. Clinicians will experience many of the same learning experiences as the students, but will differ in the level of education and its focus. Clinicians and faculty will be taught the concepts of interprofessional practice \& education, the same as the students, but they will also be taught how to educate students using interprofessional practice \& education.

Conditions

Interprofessional Relations

Keywords

Interprofessional Education; Medical Education; Interprofessional Practice; Doctor of Osteopathic Medicine; Physician Assistant

Outcome Measures

Primary Outcomes (13)

• Changes in Knowledge of Interprofessional Care and Practice Scores

  Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).

  Baseline and approximately 12-months from baseline

• Changes in Knowledge of Interprofessional Care and Practice Scores

  Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).

  Approximately 12-months to 24-months from baseline

• Changes in Knowledge of Interprofessional Care and Practice Scores

  Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).

  Episodic from Baseline to 24-months from baseline

• Changes in Interprofessional Learning Readiness Scale Scores

  Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.

  Baseline and approximately 12-months from baseline

• Changes in Interprofessional Learning Readiness Scale Scores

  Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.

  Approximately 12-months to 24-months from baseline

• Changes in Interprofessional Learning Readiness Scale Scores

  Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.

  Episodic from Baseline to 24-months from baseline

• Changes in Team Performance Observation Tool Ratings

  Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.

  Baseline and approximately 12-months from baseline

• Changes in Team Performance Observation Tool Ratings

  Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.

  Approximately 12-months to 24-months from baseline

• Changes in Team Performance Observation Tool Ratings

  Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.

  Episodic during Baseline to Throughout 24-months

• Total Scores of Patient Perceived Quality of Care

  The Patient Perceived Quality of Care satisfaction of the care the patient received with the collaborative and communicative aspects of care teams. The satisfaction is determined by this 7-item rating system of Yes- 3; Partly -2; No - 1; and Does not Apply - 0. Where total ratings of "0" indicate low perceived quality of care and "21" indicate high perceived quality of care.

  Episodic from Baseline to 24-months from baseline

• Changes in Perception of Interprofessional Collaboration Model Questionnaire.

  The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).

  Baseline and approximately 12-months from baseline

• Changes in Perception of Interprofessional Collaboration Model Questionnaire.

  The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).

  Approximately 12-months to 24-months from baseline

• Changes in Perception of Interprofessional Collaboration Model Questionnaire.

  The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).

  Episodic from Baseline to 24-months from baseline

Study Arms (4)

Students in Interprofessional Education Curriculum

OTHER

The interprofessional intervention for the students to be employed in this study will include five modalities in a scaffolded structure progressing from low- to high-fidelity experiences over a two-year period: (1) classroom didactic sessions; (2) simulation laboratory sessions; (3) standardized patient sessions; (4) community-based clinical case conferences; and, (5) community-based interprofessional rotations.

Other: Educational Implementation of Interprofessional Curriculum

Patients Experience with Interprofessional Care

OTHER

For patients and their families, those who receive care from an Interprofessional team will receive the usual health care they normally receive at the participating clinics. In many cases patients already receive this care, but are unaware of it. Most of what occurs in Interprofessional practice happens outside of the patient encounter. For patients the process is generally invisible, but its affects are felt in terms of better communications with the patient. In this study, patients will be informed as usual about the presence of students as learners and will have the opportunity to decline student involvement in their care. The only difference for the patients and their families will be a request to fill out a survey form on paper indicating their perception of the experience in terms of quality of care and its potential impact on their access to care.

Other: Educational Implementation of Interprofessional Curriculum

Clinician (Preceptor) Interprofessional Education Curriculum

OTHER

Clinicians will experience many of the same learning experiences as the students, but will differ in the level of education and its focus. Clinicians and faculty will be taught the concepts of Interprofessional education, the same as the students, but they will also be taught how to educate students using Interprofessional practices.

Other: Educational Implementation of Interprofessional Curriculum

Faculty in Interprofessional Education Curriculum

OTHER

Doctor of Osteopathic Medicine and Physician Assistant Faculty will be taught the concepts of Interprofessional education, the same as the students, but they will also be taught how to educate students using Interprofessional practices.

Other: Educational Implementation of Interprofessional Curriculum

Interventions

Educational Implementation of Interprofessional Curriculum OTHER

The intervention utilized in this project will involve a 2-year curriculum. The year one/pre-clinical curriculum will be presented to pre-clinical doctor of osteopathic medical students (DO) and physician assistant students (PA) students. The year two/clinical curriculum will be presented to third year DO students and second year PA students once clinic sites are identified.

Clinician (Preceptor) Interprofessional Education Curriculum; Faculty in Interprofessional Education Curriculum; Patients Experience with Interprofessional Care; Students in Interprofessional Education Curriculum

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Students:
• Doctor of osteopathic medical students at Pacific Northwest University of Health Sciences
• Physician Assistant students at Heritage University
• Participants must also be over the legal age of consent
• Clinicians (Preceptors):
• Affiliated Preceptors of Doctor of osteopathic medical students at Pacific Northwest University of Health Sciences
• Affiliated Preceptors of Physician Assistant students at Heritage University
• Participants must also be over the legal age of consent
• Interested in participating in this study by choosing whether they will complete the surveys.
• The five sites where this project will occur are already engaged in clinical case conferences and clinical rotations.
• Patients:
• Patients included in this study must have a minimum of two conditions/diagnoses identified, such as diabetes, hypertension and coronary artery disease.
• These conditions could also include mental diagnoses, socioeconomic group, or other social determinants of health.
• Participants must also be over the legal age of consent.
• Faculty:

You may not qualify if:

• Not enrolled as a student at Pacific Northwest University of Health Sciences Doctor of Osteopathic Medicine or Heritage University Physician Assistant Program
• Not an affiliated and approved clinical site of Pacific Northwest University of Health Sciences Doctor of Osteopathic Medicine or Heritage University Physician Assistant Program
• Patients unable to read or understand English at a 6th grade level

Sponsors & Collaborators

• Pacific Northwest University of Health Sciences: lead
• Health Resources and Services Administration (HRSA): collaborator

Study Sites (2)

Heritage University

Toppenish, Washington, 98948, United States

Location

Pacific northwest university of health sciences

Yakima, Washington, 98901, United States

Location

Study Officials

• Keith Monosky, PhD

  Pacific Northwest University of Health Sciences

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Executive Director of Interprofessional Education

Model Details: The intervention utilized in this project will involve a 2-year curriculum. The year one/pre-clinical curriculum will be presented to pre-clinical DO and PA students. The year two/clinical curriculum will be presented to third year Doctor of Osteopathic Medicine (DO) students and second year Physician Assistant (PA) students once clinic sites are identified.

Study Record Dates

• First Submitted: April 8, 2019
• First Posted: April 12, 2019
• Study Start: August 19, 2015
• Primary Completion: December 30, 2020
• Study Completion: March 3, 2021
• Last Updated: March 28, 2023

Record last verified: 2023-03

Data Sharing

• IPD Sharing: Will not share

Locations

US (2)