Journal of interprofessional care
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Evidence-based practice (EBP) is a core skill of health professionals and one that is regularly taught in health sciences programs. This report covers the design and results of an interprofessional EBP workshop at a large university aimed at improving faculty's confidence in practicing and teaching EBP. The two-day workshop was designed by the University's Health Sciences Libraries and emphasized small-group work, with the first day focused on critical appraisal and searching and the second on effective teaching strategies. ⋯ Attendees rated the workshop and individual lectures highly and reported that it improved their ability to both practice and teach EBP. In addition, they reported a preference for learning in an interprofessional environment. This report suggests that a short EBP workshop can improve faculty members' self-reported confidence and ability to practice and teach core EBP skills.
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Observational Study
Student evaluations of an interprofessional education experience in pain management.
Interprofessional education (IPE) is vital to healthcare professionals and is especially relevant in the context of pain management. Despite its importance, it is often difficult to provide given limited time and resources and challenges with coordinating schedules across professions. This study explored satisfaction with a one-day IPE workshop on pain management. ⋯ Furthermore, students perceived that their knowledge of pain and interprofessional relationships improved following the workshop. Differences emerged between professions, with students classified as psychosocial reporting greater satisfaction with the IPE than students from biomedical professions. This study supports research previously conducted on IPE in pain management and suggests that when time and resources are constrained, there is value in offering a brief IPE workshop on pain management.
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Competency-based education and practice have become foundational for developing interprofessional education (IPE) and interprofessional collaboration. There has been a plethora of competencies developed in these areas recently, both at individual institutions and nationally; however, their effective integration and thus potential has not been fully realized educationally. ⋯ They are applicable to learning activities both within the classroom and the clinic, as well as to lifelong learning. This paper defines and describes milestones and EPAs, considers the importance of their application to IPE, and summarizes a future research project that will identify EPAs for an IPE curriculum.
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Evidence suggests that breakdowns in communication and a lack of situation awareness contribute to poor performance of medical teams. In this pilot study, three interprofessional obstetrical teams determined the feasibility of using the situation awareness global assessment technique (SAGAT) during simulated critical event management of three obstetrical scenarios. After each scenario, teams were asked to complete questionnaires assessing their opinion of how their performance was affected by the introduction of questions during a SAGAT stop. ⋯ A team SAGAT score was determined by calculating the proportion of correct responses for each individual. Higher scores were associated with better adherence to outcome times, although not statistically significant. A robust study design building on our pilot data is needed to probe the differing interprofessional perceptions of SAGAT and the potential association between its scores and clinical outcome times.