Jul 2026· Rehabilitation Research Policy and Education· Vol 40, pp. 80 - 90· 0 citations· 35 references
TL;DR
The potential benefits of the IPE Model 1—Introduction extend beyond OT and PT, suggesting its efficacy in improving IPE competencies for students in other disciplines.
Quality care and patient safety are primary goals in health care, with interprofessional collaboration as a crucial strategy to achieve them. This study reports the behavioral outcomes of Occupational Therapy (OT) students applying core competencies, like Communication and Teamwork, during a longitudinal case-based team simulation activity designed to enhance interprofessional education (IPE). The activity was designed to improve implementation of IPE competencies during a collaborative teamwork exercise with standardized patients. A content analysis using the Interprofessional Collaborator Assessment Rubric (ICAR) assessed 21 graduate OT students’ deployment of IPE core competencies while participating in a semester-long interprofessional simulation (Sim-IPE) activity. Findings revealed that OT students effectively demonstrated core competency behaviors, providing insights beyond self-reported data. The Communication domain had a mean score of 3.51 (SD = 0.40), while the Team Functioning domain mean was 3.27 (SD = 0.44). The overall mean for all observed behaviors was 72.29, indicating a transition from "competency" to "mastery" in communication, and a "competent level" in team functioning. These behaviors occurred 85% of the time during opportunities. Observational insights refined educational practices and advanced IPE initiatives, better preparing OT students for their transition from campus to community. Observational insights contributed to refining educational practices and advancing interprofessional education initiatives while preparing OT students for their transition from campus to community.
Elizabeth W. Crampsey, Shelley Cohen Konrad, Debra Ford· Open Journal of Occupational...· 0 citations
It was revealed that health professional learners’ readiness for IPE had high perception mean scores in all RIPLS subscales, and only “roles and responsibilities” subscale showed a significant change after intervention.
S. Kandasamy, E. Devi, P. G. Kumar et al.· Current Medical Issues· 0 citations
Objective: This study aimed to evaluate the impact of interprofessional education (IPE) on nursing and medical students’ attitudes toward IPE and assess their opinions on this education.
Methods: This study used a pretest-posttest quasi-experimental design and was conducted with 30 fourth-year nursing students and 34 medical students. Data were collected using a questionnaire comprising sociodemographic and educational characteristics, as well as the Interprofessional Attitude Scale (IPAS). Data were analyzed using the Mann–Whitney U-test and the Wilcoxon test.
Results: There was a significant increase in total and subscale scores of participants’ IPAS scores. In addition, there was no significant difference between the total IPAS and all subscale scores of the nursing and medical students, except for the Diversity and Ethics subscale scores. While 77% of the participants found the IPE program very useful and efficient, 11% of the participants reported that the IPE program was useful, but some stages could be improved.
Conclusion: The IPE program enhanced participants’ IPE attitudes, and participants were satisfied with the IPE program. Future studies should consider a longitudinal design with a more diverse population to provide a more comprehensive understanding of the impact of IPE.
Pelin Karaçay, Fahriye Oflaz, M. Gönenli et al.· Mediterranean Nursing and Mi...· 0 citations
Purpose: Interprofessional learning (IPL) is increasingly recognised as essential for preparing students for collaborative clinical practice. Despite this, opportunities for joint learning remain limited in Australia. This study aimed to evaluate the impact of a single simulation-based IPL intervention on students’ perceptions of roles, communication and teamwork.
Design: Medical and nursing students participated in an IPL program combining joint teaching with high-fidelity simulation. A pre- and post-intervention questionnaire, informed by validated IPL assessment tools and analysed using Mann–Whitney U tests, evaluated changes in perceptions and self-reported confidence.
Findings: Seventy-one students participated (63.4% medical; 36.6% nursing). Post-simulation scores were significantly increased for eight of the nine items assessed: perceived importance of IPL, understanding of roles, comfort communicating, confidence speaking up, confidence clarifying patient management, understanding of communication styles (all p ≤ 0.001; effect size r = 0.31–0.69), and perceived importance of role delegation (p = 0.001; r = 0.30). Perceptions that clear interprofessional communication benefits patient care remained high (p = 0.169). All participants endorsed IPL to peers and reported high enjoyment of the experience.
Research implications: These findings contribute to the growing evidence base supporting simulation-based IPL as a valuable educational intervention. Further research should explore longitudinal outcomes, behavioural change in clinical settings, and scalability across healthcare disciplines.
Value and limitations: This study demonstrates that a single, well-designed interprofessional simulation session can yield meaningful educational benefits, with potential downstream benefits for patient safety in critical-care environments. Limitations include a single institutional context and absence of long-term follow-up.
Keywords: interprofessional learning, simulation-based education, collaborative practice, patient safety, clinical education, workforce training
Niall Brown, Samuel Wilson, Mathieu Figeys et al.· Health Education in Practice...· 0 citations
Literature has shown that interprofessional simulation-based learning experiences (Sim IPE) are effective at preparing future healthcare providers for interprofessional practice and an impactful way to meet health professions’ accreditation standards. However, there is a lack of literature examining outcomes of Sim IPE among entry-level Doctor of Physical Therapy (DPT) and Master of Science Speech-Language Pathology (MS-SLP) learners. The purpose of this study is to examine how participation in Sim IPE influences DPT and MS-SLP students’ development of interprofessional practice competencies utilizing the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) and 4 open-response questions.
Convenience sampling was used to recruit 46 students (20 DPT; 26 MS-SLP) at the authors’ institution who participated in Sim IPE for the evaluation of a person who was post-stroke and had a communication disorder. Quantitative data analysis included descriptive statistics for the mean, standard deviation, and range for each item on the ICCAS. Additionally, each item was analyzed using the non-parametric Wilcoxon signed-rank test and bivariate ordinal logistic regression analysis. The average overall scores, grouped by pre, post, and the average difference, were then used to conduct two-way ANOVAs to compare ICCAS scores for participants from different disciplines and for learning style during the Sim IPE, either active participant or observer learner. Qualitative data generated via open response questions were analyzed using an inductive conventional content analysis approach.
A significant change in ICCAS scores were found on 14 out of 20 items. Analyses revealed that discipline and learning style (active participant vs. observer learner) resulted in no significant differences in scores on the ICCAS despite the fact that the DPT students had previous experience in simulation while MS-SLP students did not. Qualitative analyses revealed 3 main themes: Patient Care is Enhanced Through Collaboration, Communication with Team Members is Key to Success, and Professional Roles and Scope of Practice.
Findings of this study align with previous literature showing that well-designed Sim IPE that adhere to standards of best practice are effective for educating health professions’ students in interprofessional competencies and support expansion of the use of this andragogy in health professions training programs.
Sheri Kiami, Sarah C. Young-Hong, Wendy C Georgan et al.· Journal of Acute Care Physic...· 0 citations
Interprofessional collaboration is fundamental to high-quality and safe care – particularly in perinatal care. Interprofessional education (IPE) for students in healthcare professions has significant potential for enhancing interprofessional competencies and patient safety. However, current evidence on effectiveness of IPE is limited, particularly due to various methodological constraints in evaluation studies such as a lack of prospective data, structured outcome measures, and student involvement. In our project SiGerinn, students from nursing, midwifery, and medicine received IPE on patient safety. We employed a prospective, multi-method evaluation study over a two-year implementation period. Structured surveys on self-reported competency levels among program participants were collected at baseline and follow-up, complemented by in-depth interviews with stakeholders to assess the project’s implementation status. Prospective statistical analyses revealed highly significant improvements in competency levels for interprofessional collaboration, communication with patients and relatives, and interprofessional communication techniques. Competency gains varied across student groups, being highest among midwifery students. Moreover, survey and interview statements revealed strong acceptance and perceived benefits from the IPE patient safety intervention. Interview findings further emphasised the uptake of a disseminating role among participating students by peer knowledge sharing. Our results show positive effects on skill development and encouragement through an IPE intervention on patient safety in perinatal care. Despite several methodological limitations such as small sample sizes, consensus-based outcome measures, and self-reported skill level assessments, our findings provide a starting point for future IPE attempts on patient safety education in clinical settings. Furthermore, obtained insights suggest the value of integrating IPE into health professionals’ curricula to initiate sustainable learning.
Katharina Averdunk, Nikoloz Gambashidze, A. Klein et al.· BMC Medical Education· 0 citations