Lightning Talk Description:
Description. Readiness for interprofessional (IP) practice is a key objective of interprofessional education (IPE). Little is known about whether IPE interventions orient towards a range of practice possibilities. In this study, we engaged in a literature review to explore: (1) how IPE interventions relate to different kinds of IP practice and (2) the range of IP implicitly or explicitly assumed by the IPE interventions.
Methods. We searched four databases for publications from 2011-2021 describing IPE interventions at the pre-licensure level. After removing duplicates, at least two reviewers screened 10 307 titles and abstracts, resulting in 110 manuscripts included in our dataset. Our analysis involved (1) descriptive summaries of the articles; (2) content analysis of the rationale and description of the intervention. Our conceptual framework was informed by typologies of IP activity (e.g. InterPACT framework[1]) and guided our content analysis.
Results. In our dataset, 93% (102/110) of the articles described IPE interventions designed and/or evaluated using the concept of IPE competencies. Most articles were not explicit about the different kinds of interprofessional practices that these competencies might be oriented towards. We found that the most frequently relied upon competency was “teamwork”. With few exceptions, the associated processes of teamwork and how these processes might differ from other forms of IP were not explicitly defined or described.
Relation to theme: This analysis is particularly important to educational developers as they develop IPE interventions that prepare graduates to work on interprofessional teams that engage in ever more complex, fluid, and distributed forms of IP that may not be captured in an undifferentiated approach to “teamwork.”
Relation to improvement: Our study substantiates earlier claims that IPE literature tends to focus on competencies and orients towards undifferentiated understandings of “teamwork”[2, 3]. It may be a viable assumption that a focus on competencies prepares future graduates for a range of IP possibilities, yet, to prepare learners for the actualities of practice, this assumption requires further investigation.
Relation to priority criteria: N/A
References
1. Xyrichis, A., S. Reeves, and M. Zwarenstein, Examining the nature of interprofessional practice: An initial framework validation and creation of the InterProfessional Activity Classification Tool (InterPACT).Journal of interprofessional care, 2017: p. 1-10.
2. Reeves, S., The rise and rise of interprofessional competence. 2012, Taylor & Francis.
3. Reeves, S., The need to problematize interprofessional education and practice activities. Journal of Interprofessional Care, 2010. 24(4): p. 333-335.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
