Dataset Information

Applying the Readiness for Interprofessional Learning Scale (RIPLS) to medical, veterinary and dual degree Master of Public Health (MPH) students at a private medical institution.

ABSTRACT: PURPOSE:With the emergence of zoonoses such as Ebola, many medical educators, have recommended the need for providing Interprofessional Education (IPE) as a pedagogical tool for familiarizing medical (MD) students with the framework of One Health (OH). This is important as students need to understand, the wider impacts of animal and environmental health factors on human health. IPE initiatives which typically incorporate the principles of OH, can provide MD and veterinary (DVM) students with a greater awareness of the role that animal diseases and climate change have on global health. However, negative attitudes to IPE have been reported as a key limitation to IPE implementation. The purpose of this paper is to examine the differences in readiness for interprofessional learning of medical and other allied human health professional students, including veterinarians and students undertaking dual degrees in combination with a Master of Public Health (MPH). Reflecting on Role Theory (RT) and Social Identity Theory (SIT), the paper aims to contribute to the understanding of differences in perceptions that exist between different types of health professionals. METHODS:Students at a medical University enrolled in MD, DVM, DVM MPH and MD MPH programs, were invited to complete the standardized Readiness for Interprofessional Learning Scale (RIPLS), which consists of 19 Likert scale items measuring concepts relating to teamwork, professional identity and roles and responsibilities. A total of 364 students across the four programs took part. Descriptive and inferential statistical analyses were performed to assess differences between the programmes. RESULTS:Results indicate that MD students score lower on the different RIPLS items compared to DVM, MD MPH and DVM MPH students. DVM and DVM MPH students are generally more positive about the need for teamwork, while MD MPH and DVM MPH students have a stronger positive identity about the need for IPE. CONCLUSIONS:The findings drawn from this study suggests that the MD students keep on seeing themselves as a separate group of health professionals in their own right. In order to guarantee an increased level of understanding on issues relating to the human-animal-environmental spectrum, medical curricula might benefit from the incorporation of shared learning and teamwork, as occurs within the MPH, enabling students to appreciate the value of interprofessional collaboration to their future practice. This is especially important during a time at which human-animal-environmental issues are affecting social and economic life worldwide.

SUBMITTER: Roopnarine R

PROVIDER: S-EPMC7289424 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Applying the Readiness for Interprofessional Learning Scale (RIPLS) to medical, veterinary and dual degree Master of Public Health (MPH) students at a private medical institution.

Roopnarine Rohini R Boeren Ellen E

PloS one 20200611 6

<h4>Purpose</h4>With the emergence of zoonoses such as Ebola, many medical educators, have recommended the need for providing Interprofessional Education (IPE) as a pedagogical tool for familiarizing medical (MD) students with the framework of One Health (OH). This is important as students need to understand, the wider impacts of animal and environmental health factors on human health. IPE initiatives which typically incorporate the principles of OH, can provide MD and veterinary (DVM) students ...[more]

PMID: 32525910

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Project description:Objectives: Interprofessional collaboration is becoming increasingly important in health care for various reasons. Interprofessional Education (IPE) can provide a basis for this. The aim of our study was to find out how medical (MS) and nursing students (NS) think about their own and other professions, what they know about each other, how strong their willingness to embrace IPE is, and what forms of IPE they deem useful. Methodology: Seven IPE experts rated the two measuring instruments, Readiness for Interprofessional Learning Scale RIPLS, and Interdisciplinary Education Perception Scale IEPS in terms of relevance of the items, and the quality of translation into German. Nine RIPLS items and 13 IEPS items were considered content-valid. All MS of the University of Bern and NS of the two Bernese educational institutions for nursing were invited to the online survey in the fall of 2014 by email. Results: 498 (254 MS, 244 NS) of the 2374 invited students completely filled in the questionnaire (21%). The results of the reduced RIPLS allowed no conclusive statements. When assessing their own occupational group in the IEPS, the MS attributed "competence and autonomy" to themselves significantly more frequently, while to the NS, the same was true for the item, "actual cooperation". MS know significantly less about the training of other health professionals. NS show a significantly higher willingness to embrace IPE. Teaching ethics, communication, team training, and clinical skills are deemed suitable for IPE by both groups. From the comments it appears that in both groups a majority welcomes IPE; however, the various arguments had different prevalence in both groups. Both groups fear that IPE leads to heightened stress during the study. A subgroup of MS fears a lowering of academic level. Conclusion: The results of this survey of Bernese MS and NS concerning IPE provide important information for the planning and implementation of IPE. Important steps in the introduction of IPE will be a clear justification and the definition of its objectives. These must be explicitly communicated to all students.

Project description:Public-Private Partnerships (PPPs) are defined as a collaborative approach in which the public and private sector share resources, responsibilities and risks to achieve common objectives and mutual benefits in a sustainable manner. PPPs are identified as a key solution to reinforce Veterinary Services. However only limited information is available on the scope, added value and enabling factors of PPPs in this sector. The aims of this study were to develop a typology of PPPs in the veterinary field and to identify key success factors and obstacles to their implementation. A structured questionnaire was sent to all 181 World Organisation for Animal Health (OIE) Member Countries and to 47 private contacts. 36 different variables characterizing PPP initiatives were collected. 97 examples of PPPs were retrieved from 76 countries. Dimensionality reduction techniques were combined with clustering and discrimination methods to establish a typology of PPPs and to derive a set of simple rules to classify new instances of PPPs. Three clusters were identified, separated according to two main variables: the type of private partners and the type of interaction. Cluster 1, transactional PPPs, represented the traditional understanding of PPPs by Veterinary Services, initiated and funded by the public sector, giving service delivery accreditation to mostly private veterinarians; cluster 2, collaborative PPPs, included partnerships between producer associations and public Veterinary Services, driven by trade interests; cluster 3, transformational PPPs, represented joint programs initiated and funded by private companies and initially driven by business development objectives. Specific success factors and key obstacles affecting the performances and sustainability of these initiatives were identified for each cluster. This study represents the first practical attempt to develop a meaningful typology of PPPs in the field of animal health and to identify fundamental obstacles currently inhibiting the development of PPPs, and suggests ways to support national Veterinary Services in overcoming these obstacles.

Project description:BackgroundInterprofessional education (IPE) interventions are not always successful in achieving learning outcomes. Team-Based Learning (TBL) would appear to be a suitable pedagogical method for IPE, as it focuses on team performance; however, little is known about interprofessional TBL as an instructional framework for patient safety. In this pilot-study, we aimed to (1) describe participants' reactions to TBL, (2) observe their achievement with respect to interprofessional education learning objectives, and (3) document their attitudinal shifts with regard to patient safety behaviours.MethodsWe developed and implemented a three-day course for pre-qualifying, non-medical healthcare students to give instruction on non-technical skills related to 'learning from errors'. The course consisted of three sequential modules: 'Recognizing Errors', 'Analysing Errors', and 'Reporting Errors'. The evaluation took place within a quasi-experimental pre-test-post-test study design. Participants completed self-assessments through valid and reliable instruments such as the Mennenga's TBL Student Assessment Instrument and the University of the West of England's Interprofessional Questionnaire. The mean scores of the individual readiness assurance tests were compared with the scores of the group readiness assurance test in order to explore if students learned from each other during group discussions. Data was analysed using descriptive (i.e. mean, standard deviation), parametric (i.e. paired t-test), and non-parametric (i.e. Wilcoxon signed-rank test) methods.ResultsThirty-nine students from five different bachelor's programs attended the course. The participants positively rated TBL as an instructional approach. All teams outperformed the mean score of their individual members during the readiness assurance process. We observed significant improvements in 'communication and teamwork' and 'interprofessional learning' but not in 'interprofessional interaction' and 'interprofessional relationships.' Findings on safety attitudes and behaviours were mixed.ConclusionTBL was well received by the students. Our first findings indicate that interprofessional TBL seems to be a promising pedagogical method to achieve patient safety learning objectives. It is crucial to develop relevant clinical cases that involve all professions. Further research with larger sample sizes (e.g. including medical students) and more rigorous study designs (e.g. pre-test post-test with a control group) is needed to confirm our preliminary findings.

Dataset Information

Applying the Readiness for Interprofessional Learning Scale (RIPLS) to medical, veterinary and dual degree Master of Public Health (MPH) students at a private medical institution.

Publications

Applying the Readiness for Interprofessional Learning Scale (RIPLS) to medical, veterinary and dual degree Master of Public Health (MPH) students at a private medical institution.

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