Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes (2015) / Chapter Skim
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As a result, a commitment to designing, implementing, and evaluating IPE curricula also has come in and out of favor. Since the mid-2000s, concerns about the quality and cost of health care, limited access to care for some groups and populations, and patient safety, together with increasing interest in transforming health professions education, have stimulated a resurgence of interest in IPE as a viable approach to developing interprofessional competencies for effective collaborative practice (IOM, 2000, 2001)
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Another question the committee had to confront is whether it is possible to evaluate the impact of any health professions education intervention on improving health or system outcomes given the degree to which confounding variables can obscure the evaluation results. Such variables can be in the form of enabling or interfering factors in such areas as professional or institutional culture and workforce or financing policy.
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Such engagement will require the active participation of the major health professions and the health system venues within which their students and practitioners learn together. It would be further enabled if indi viduals and organizations responsible for overseeing health professions education and health care delivery (including patient, population, and system outcomes)
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A Stronger Evidence Base 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 health and system outcomes. The lack of a well-defined relationship between IPE and patient and population health and health care delivery system outcomes is due in part to the complexity of the learning and prac
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Linking IPE with Changes in Collaborative Behavior An essential intermediate step in linking IPE with health and system outcomes is enhanced collaborative behavior and performance in practice. While considerable attention has been focused on developing measures of interprofessional collaboration (CIHC, 2012; McDonald et al., 2014; N ational Center for Interprofessional Practice and Education, 2013; Reeves et al., 2010; Schmitz and Cullen, 2015)
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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.
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Once best practices for designing, implementing, and evaluating IPE outcomes have been established, disseminating them widely through detailed reporting or publishing can strengthen the evidence base and help guide future studies linking IPE to outcomes. Such studies should include those focused on eliciting in-depth patient, family, and caregiver experiences of interprofessional collaborative practice.
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2012. An inventory of quantita tive tools measuring interprofessional education and collaborative practice outcomes.
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2011. The benefits and challenges of mixing methods and methodologies: Lessons learnt from implementing qualitatively led mixed methods research designs in Trinidad and Tobago.
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2013. Interprofessional collaborative practice in primary health care: Nursing and midwifery perspectives.
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