Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes (2015) / Chapter Skim
Currently Skimming:
4 Strengthening the Evidence Base
4 Strengthening the Evidence Base
Pages 39-56
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 39... ...
. It should be empha B sized, however, that the evidence directly linking any health professions education intervention with individual, population, and system outcomes is far from convincing (Chen et al., 2004; Forsetlund et al., 2009; Lowrie et al., 2014; Marinopoulos et al., 2007; Swing, 2007)
|
From page 40... ...
This chapter draws heavily on the evidence detailed in both of these background papers. METHODOLOGICAL CHALLENGES Quantitative, experimental study designs may have limited utility for measuring the effects of IPE on individual, population, and system outcomes.
|
From page 41... ...
Researchers develop explanations of key social processes that are grounded in or derived from the data. Phenomenology Phenomenology allows for the Provides rich Focus on a very exploration and description of and detailed small number of phenomena important to the descriptions of individuals can developers of or participants human lived generate concerns in an activity.
|
From page 42... ...
It adopts a more collaborative approach than the designs described above, whereby evaluators play a key role with participants in the processes of planning, implementing, and evaluating the change linked to an activity. Quantitative Design Type Description Strengths Limitations Randomized In this type of design, Randomization Findings are controlled trials participants are randomly of individuals difficult to (RCTs)
|
From page 43... ...
as data are the intervention collected at two or another points in time: confounding before and after influence the intervention Mixed Methods Design Type Description Strengths Limitations Mixed methods These designs entail gathering Triangulation Combining different types of quantitative of quantitative different data and qualitative data (e.g., from and qualitative sets when using surveys, interviews, documents, data can help a convergent observations) to provide a generate more design is detailed understanding of insightful methodologically processes and outcomes.
|
From page 44... ...
linking IPE with changes in collaborative behavior. Constructing Well-Designed Studies Study designs in IPE research have improved progressively over the past decade.
|
From page 45... ...
. Vocabulary The inconsistent vocabulary used to describe collaborative work and its associated learning activities and outcomes is a major problem.
|
From page 46... ...
The U.S. National Center for Interprofessional Practice and Education is presently engaged in providing better information on IPE evaluation tools.1 Sample Size IPE studies frequently rely on self-reported data, and are small and insufficiently powered to evaluate specified outcomes.
|
From page 47... ...
Overcoming the barriers to longitudinal IPE studies would add immeasurably to the evaluation of the effectiveness of IPE. Developing a Consistent Reporting Framework The lack of important methodological details in published studies makes analysis suspect, replicability difficult, and generalizability uncertain.
|
From page 48... ...
. Likewise, while the U.S.-based Vermont Blueprint for Health2 has 2 Defined as a "program for integrating a system of health care for patients, improving the health of the overall population, and improving control over health care costs by promoting health maintenance, prevention, and care coordination and management" (Vermont Government, 2015)
|
From page 49... ...
However, it is worth noting that complex analyses of this type typically are not being conducted for any education reform effort and that IPE should not be held to a unique standard. CONCLUSION A comprehensive literature search revealed a dearth of robust studies specifically designed to better link IPE with changes in collaborative behavior or answer key questions about the effectiveness of IPE in improving patient, population, and health system outcomes.
|
From page 50... ...
These studies could employ different approaches that might include developing instruments and testing their reliability, validity, and usefulness specific to collaborative practice; conducting head-to-head comparisons of existing instruments within particular contexts; and extending the validation process for an existing "best-in-class" instrument to additional professions, learning environments, patient populations, health care settings, and countries. At a minimum, however, these studies should take into account the intended learner outcomes in the three major components of the education continuum -- foundational education, graduate education, and continuing professional development (as noted in the "Learning Continuum" of Figure 3-2)
|
From page 51... ...
2012. An inventory of quantitative tools measuring interprofessional education and collaborative practice outcomes.
|
From page 52... ...
2014. Effects of a team-based assessment and intervention on patient safety culture in general practice: An open randomised controlled trial.
|
From page 53... ...
. Cochrane Database Systematic Reviews (1)
|
From page 54... ...
2011. Didactic and simu lation nontechnical skills team training to improve perinatal patient outcomes in a com munity hospital.
|
From page 55... ...
2009. Interprofessional collaboration: Effects of practice-based interventions on professional practice and healthcare outcomes.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.