Maria Tassone

Interprofessional education: An overview of key developments in the past three decades

OBJECTIVE This paper provides an overview of key developments of interprofessional education (IPE) in relation to its evolution over the past 30 years. METHODS A narrative review of the salient IPE literature was undertaken to generate key source materials for this paper. RESULTS Results are presented in four sections that focus on describing and discussing: the emergence of IPE, different learning/teaching approaches; the evidence base for IPE; organizational elements. In addition, to help illustrate these developments, we offer a case example of the work currently being undertaken at our own institution, with a focus on how various IPE developments have been integrated into our organizational priorities. CONCLUSIONS Based on the results presented, a series of key conclusions for the future development and implications of IPE are outlined.

Evaluating the effectiveness of an interprofessional education faculty development course: The transfer of interprofessional learning to the academic and clinical practice setting

Centre for Interprofessional Education, University of Toronto, Toronto, Canada, Department of Pediatrics, Faculty of Medicine, University of Toronto, Toronto, Canada, Sunnybrook Health Science Centre, Toronto, Canada, University Health Network, Department of Family and Community Medicine, Faculty of Medicine, University of Toronto, Toronto, Canada, Faculty of Pharmacy, University of Toronto, Toronto, Canada, Centre for Faculty Development, Faculty of Medicine, University of Toronto, Toronto, Canada, Mount Sinai Hospital, Department of Psychiatry, Faculty of Medicine, University of Toronto, Toronto, Canada, Toronto Rehabilitation Institute, Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of Toronto, Toronto, Canada, Division of Physiatry, Department of Medicine, Faculty of Medicine, University of Toronto, Toronto, Canada, Office of Continuing Education and Professional Development, Faculty of Medicine, University of Toronto, Toronto, Canada, Department of Physical Therapy, Faculty of Medicine, University of Toronto, Toronto, Canada, and Department of Speech-Language Pathology, Faculty of Medicine, Toronto, University of Toronto, Canada

Interprofessional Team Training at the Prelicensure Level: A Review of the Literature.

Purpose The authors undertook a descriptive analysis review to gain a better understanding of the various approaches to and outcomes of team training initiatives in prelicensure curricula since 2000. Method In July and August 2014, the authors searched the MEDLINE, PsycINFO, Embase, Business Source Premier, and CINAHL databases to identify evaluative studies of team training programs’ effects on the team knowledge, communication, and skills of prelicensure students published from 2000 to August 2014. The authors identified 2,568 articles, with 17 studies meeting the selection criteria for full text review. Results The most common study designs were single-group, pre/posttest studies (n = 7), followed by randomized controlled or comparison trials (n = 6). The Situation, Background, Assessment, Recommendation communication tool (n = 5); crisis resource management principles (n = 6); and high-fidelity simulation (n = 4) were the most common curriculum bases used. Over half of the studies (n = 9) performed training with students from more than one health professions program. All but three used team performance assessments, with most (n = 8) using observed behavior checklists created for that specific study. The majority of studies (n = 16) found improvements in team knowledge, communication, and skills. Conclusions Team training appears effective in improving team knowledge, communication, and skills in prelicensure learners. Continued exploration of the best method of team training is necessary to determine the most effective way to move forward in prelicensure interprofessional team education.

Health leadership education programs, best practices, and impact on learners' knowledge, skills, attitudes, and behaviors and system change: a literature review

License. The full terms of the License are available at http://creativecommons.org/licenses/by-nc/3.0/. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. Permissions beyond the scope of the License are administered by Dove Medical Press Limited. Information on how to request permission may be found at: http://www.dovepress.com/permissions.php Journal of Healthcare Leadership 2014:6 39–50 Journal of Healthcare Leadership Dovepress

Catalyzing and sustaining communities of collaboration around interprofessional care: An evaluation of four educational programs

Given the complexity of patients’ needs and a shifting health care environment, effective interprofessional collaboration (IPC) is regarded by many as essential to the delivery of high quality patient care (e.g., Health Canada, 2003; Department of Health, 2002). Interprofessional relationships can, however, be undermined by boundary infringements, a lack of understanding of one another’s roles, limited communication and poorly coordinated teamwork (e.g., Reeves & Lewin, 2004). Interprofessional education (IPE) is increasingly being seen as a key approach to improving poor collaboration (e.g., Health Canada, 2003; Department of Health, 2002). It is argued that because professionals have been traditionally trained in isolation from one another they are often not equipped with the attitudes, skills or knowledge to work effectively in interprofessional teams. IPE for both students and professionals is advocated as a way to address this problem. A growing body of evidence, generated from systematic review work (e.g., Barr et al., 2005) has indicated that IPE can help foster a range of attributes required for effective collaboration. To encourage health care workers in Ontario, Canada to work collaboratively to improve job satisfaction, achieve efficiencies within the health care system and enhance the delivery

Risk factors for central venous catheter-related thrombosis in children: a retrospective analysis.

Central venous catheter (CVC) placement is associated with increased risk of thrombosis in the paediatric population, particularly in relation to the type of catheter and the manner of its insertion. Here, we investigate risk factors associated with CVC-related thrombosis in children, with particular emphasis on positioning of the catheter tip. Patients aged 0–18 who underwent at least one CVC placement from 2008 to 2013 at a single centre with a subsequent follow-up echocardiogram were included for a total of 104 patients and 147 lines. Data on clinical and catheter-related risk factors were collected from patient charts. Statistical analysis using Pearsons &khgr;2 tests, independent samples t-test, and odds ratios were used to assess potential risk factors for thrombosis. Neither insertion site (subclavian vein or otherwise), left- vs. right-sided insertion, nor catheter type were significant risk factors for thrombosis. There were no thrombotic events reported at the superior vena cava (SVC)-right atrium junction and no significant differences in thrombotic risk with initial tip placement in the SVC-right atrium junction vs. the SVC, right atrium, or inferior vena cava. Acute lymphoblastic leukaemia was a major clinical risk factor for thrombosis. Tip movement was common and may have been an important factor in the development of CVC-related thrombi. Prospective studies can yield insight into the role of follow-up imaging in the prevention of catheter-related thrombosis in children.

Collaborative Leadership for the Transformation of Health Systems

Globally, collaborative leadership has gained much attention in academic fora as a concept to achieve socially accountable education and health systems change for improved regional and local health outcomes. The authors of the Lancet Commission 2010 report, Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world, put forward their vision of global health equity for high-quality comprehensive health services (Frenk et al., 2010). To achieve this vision, they advised that the reform needed in health professional education must be led by changes in two proposed directions: 1) transformative learning, and 2) interdependence in education. Transformative learning is best understood in the context of three successive and interconnected forms of learning: informative, formative and transformative. Informative learning is the process of acquiring knowledge and skills. Formative learning includes processes of socializing students about professional values. Transformative learning ‘is about developing leadership attributes; its purpose is to produce enlightened change agents’ (Frenk et al., 2010: 1924). The Commission posited that transformative learning would position health leaders to work collaboratively across professional, system, regulatory and local boundaries to lead change toward ‘locally responsive and globally connected teams’ (Frenk et al., 2010: 1924). Their second desired direction for educational