Background: Interprofessional education (IPE) aims to bring together different professionals to learn with, from, and about one another in order to collaborate more effectively in the delivery of safe, high-quality care for patients/clients. Given its potential for improving collaboration and care delivery, there have been repeated calls for the wider-scale implementation of IPE across education and clinical settings. Increasingly, a range of IPE initiatives are being implemented and evaluated which are adding to the growth of evidence for this form of education.Aim: The overall aim of this review is to update a previous BEME review published in 2007. In doing so, this update sought to synthesize the evolving nature of the IPE evidence.Methods: Medline, CINAHL, BEI, and ASSIA were searched from May 2005 to June 2014. Also, journal hand searches were undertaken. All potential abstracts and papers were screened by pairs of reviewers to determine inclusion. All included papers were assessed for metho...

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A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

Interest in interprofessional education (IPE) and collaborative practice continue to grow (Frenk et al., 2010; Cox & Naylor, 2013) but whether IPE improves clinical outcomes is uncertain. A recent ...

Measuring the impact of interprofessional education on collaborative practice and patient outcomes.

Introduction:Since 1977, many systematic reviews have asked 2 fundamental questions: (1) Does CME improve physician performance and patient health outcomes? and (2) What are the mechanisms of action that lead to positive changes in these outcomes? The article's purpose is to synthesize the systemati

https://onlinelibrary.wiley.com/doi/pdf/10.1002/chp.21290

The Impact of CME on Physician Performance and Patient Health Outcomes: An Updated Synthesis of Systematic Reviews

The Handbook of Social Work Research Methods

We have witnessed an ongoing increase in the publication of evaluation work aimed at measuring the processes and outcomes related to a range of interprofessional education (IPE) activities and initiatives. Systematic reviews of IPE have, however, suggested that while the quality of evaluation studies is improving, there continues to be a number of empirical weaknesses with this work. In an effort to enhance the quality of IPE evaluation studies, this guide provides a series of ideas and suggestions about how to undertake a robust evaluation of an IPE event. The guide presents a series of key lessons for colleagues to help them undertake a good quality IPE evaluation, covering a range of methodological, practical and ethical issues. These include: the formation of evaluation questions, use of evaluation models and theoretical perspectives, advice about the selection of qualitative, quantitative and mixed methods evaluation designs, managing evaluation resources, and ideas about disseminating evaluation results to the broader IPE community. It is anticipated that this guide will assist IPE colleagues in undertaking high-quality evaluation in order to provide valuable evidence for different stakeholders, and also help inform the scholarly knowledge for the interprofessional field.

Interprofessional Education and Practice Guide No. 3: Evaluating interprofessional education

The Triple Aim unequivocally connects interprofessional healthcare teams to the provision of better healthcare services that would eventually lead to improved health outcomes. This review of the in...

https://www.tandfonline.com/doi/pdf/10.3109/13561820.2014.906391

A scoping review of interprofessional collaborative practice and education using the lens of the Triple Aim

The purpose of this study was to assess the health-related quality of life (HRQOL) and the impact of treatment on HRQOL in long-term survivors of pediatric low-grade gliomas (LGGs) using an adult instrument. QOL of 121 patients with a diagnosis of LGG from the Mayo Clinic were assessed using the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire (EORTC-QLQ-C30 for cancer in general) and (EORTC QLQ-BN20 specific for brain tumors). Median follow-up was 21.9 years for the participants. Median age at diagnosis was 11.8 years and at assessment was 33 years. Mean (standard deviation) global QOL score for the study was 78 (18) and 76.4 (22.8) in a reference population of healthy adults. Using QLQ-C30, radiation treated patients compared to non-radiation patients reported lower physical functioning (p = 0.002), role functioning (p = 0.004), and more constipation problems (p < 0.001). Patients with tumor recurrence reported lower role functioning (p = 0.016), social functioning (p = 0.040), and more financial problems (p = 0.029) compared to their counterparts. Using QLQ-BN20, patients with deep tumors compared to cortical tumors reported more bladder control problems (p = 0.016). Radiation treated patients also reported more bladder control problems (p < 0.001) compared to their counterparts. In the multivariable analysis, radiation therapy remained an independent predictor of physical and role functioning as well as symptoms related to brain tumors like visual disorders and motor dysfunction. Global QOL of long-term survivors of pediatric LGGs is similar to that of a reference population of healthy adults. The following tumor and treatment related factors were most consistently associated with poorer QOL: CNS tumor location, post-operative radiation, and tumor recurrence. Future studies are necessary to identify strategies to improve QOL in this subgroup of patients.

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Catherine Chioreso

Papers

A scoping review of interprofessional collaborative practice and education using the lens of the Triple Aim

Health related quality of life (HRQOL) in long-term survivors of pediatric low grade gliomas (LGGs).