Department of Pharmacy Practice, College of Pharmacy and Health Sciences, Lipscomb University, United States.
School of Occupational Therapy, Belmont University, United States.
Curr Pharm Teach Learn. 2021 Feb;13(2):169-176. doi: 10.1016/j.cptl.2020.09.012. Epub 2020 Oct 9.
Background Interprofessional education (IPE) and training in community settings is not commonly described in the literature. Studies primarily focus on clinical education of interprofessional teams in clinical practice and primary care. This is a description of a longitudinal, collaborative interinstitutional IPE project that engages community partners (CP) while delivering core IPE competencies. Interprofessional Education Activity: Twenty-seven students from five universities representing ten healthcare academic programs participated in the project. Participating CP were non-profit agencies developed to meet the needs of specific vulnerable, underserved populations. Students were divided into teams and then paired with CP. This was a six-month project, with students committing to 30 hours over two semesters. At the end of the project, students presented project deliverables to CP, faculty collaborative and other students. Interprofessional education collaborative (IPEC) domains were qualitatively assessed and students completed the Interprofessional Socialization and Valuing Scale (ISVS) at the beginning and conclusion of the project. Students provided written reflections at the conclusion of the project. Faculty completed the Team Observed Structured Clinical Encounter (TOSCE). Discussion" Twenty-seven students (100%) students completed the project and twenty-one students (77.8%) completed the evaluation tools. Students demonstrated a statistically significant difference between pre- and post-project ISVS total scores (5.81 +/- 0.64 vs. 6.51 +/- 0.37). Teamwork, communication skills, and increased comfort with those from other professions were common themes in the student reflections. Implications: Community-based IPE provides a venue for healthcare professionals to engage and partner with community organizations. This project demonstrates an effective inter-institutional, interprofessional method of delivering IPE.
跨专业教育（IPE）和社区环境下的培训在文献中并不常见。研究主要集中在临床实践和初级保健中跨专业团队的临床教育上。这是一个描述纵向、协作式机构间 IPE 项目的案例，该项目在提供核心 IPE 能力的同时，让社区合作伙伴（CP）参与进来。跨专业教育活动：来自五所大学的 27 名学生代表十个医疗保健学术项目参加了该项目。参与的 CP 是非营利机构，旨在满足特定弱势、服务不足人群的需求。学生分成小组，然后与 CP 配对。这是一个为期六个月的项目，学生在两个学期内承诺投入 30 小时。项目结束时，学生向 CP、合作教师和其他学生展示项目成果。跨专业教育协作（IPEC）领域进行了定性评估，学生在项目开始和结束时完成了跨专业社会化和重视量表（ISVS）。学生在项目结束时提供了书面反思。教师完成了团队观察结构化临床考试（TOSCE）。讨论：27 名学生（100%）完成了项目，21 名学生（77.8%）完成了评估工具。学生在项目前后的 ISVS 总分（5.81 +/- 0.64 与 6.51 +/- 0.37）上表现出统计学上的显著差异。团队合作、沟通技巧以及与其他专业人员的舒适度增加是学生反思中的常见主题。意义：基于社区的 IPE 为医疗保健专业人员提供了一个与社区组织互动和合作的场所。该项目展示了一种有效的机构间、跨专业的 IPE 实施方法。
