جستجوی مقالات مرتبط با کلیدواژه « interprofessional » در نشریات گروه « پزشکی »

Professionalism and interprofessional cooperation are essential capabilities of health team members. Educational systems must use an appropriate approach for training and evaluating these capabilities. The present study aimed to investigate the adherence of surgical residents and personnel to interprofessional professionalism behavior in the operating units using the interprofessional professionalism Assessment (IPA).

This cross-sectional study was conducted at Shahid Sadoughi University of Medical Sciences from 2019 to 2020. The performance of surgical team members, including 113 residents, surgical technologists (operating room), and anesthesia technicians, was evaluated using the interprofessional professionalism assessment tool (IPA). Data were analyzed using descriptive (mean and standard deviation) and analytical (ANOVA, Chi-square) tests.

The score of interprofessional professionalism behavior of the team members in the operating units were reported as 1.16 ± 0.27 out of 5. No significant difference (F=0.24, P=0.333) was observed between the participants' scores in different disciplines. The lowest scores of the participants in the "excellent" range were 1.04±0.31 out of 5.

The results showed that interprofessional professionalism behavior among the participants was weak. It is suggested that planning for formal curriculum and continuous evaluation of adherence to improve the interprofessional behavior among surgical team members.

Professionalism has been recognized as an essential component of inter-professional collaboration (IPC), and hence this study aimed at exploring elements of inter-professional professionalism (IPP) affecting IPC among surgery teams. This qualitative study had been conducted from 2019 to 2021. Fifteen participants in surgery teams including surgeons, anesthesia nursing, and surgical technology nursing at hospitals of Shahid Sadoughi University were contributed to this study. Data was collected through semi-structured interviews and analyzed through inductive content analysis, an approach introduced by Lundman and Graneheim. Data analysis process included the following: (i) Developing verbatim transcription of interview, (ii) Extracting semantic units and classifying them under the top compact unit, (iii) Summarizing and classifying the compact units and selecting appropriate labels for them, and (iv) Sorting subcategories according to their similarities and differences. Two hundreds and forty-two codes, five sub-categories, two categories, and a theme entitled "reciprocal accountability in IPP” were extracted. The barrier category was named “weakness in accountability to team-based values" and the facilitator category was called "responsibility of maintaining empathetic relationship within the IP team".Development of IPP and professional values (e.g., altruism, empathetic communication, and accountability to individual’s and team’s roles) can facilitate collaborative processes among different professions.

Interprofessional collaboration is defined as a key component of a successful team in healthcare system. Interprofessional collaboration facilitates healthcare team members to provide the effective and safe healthcare services.

This study aimed at investigating the relationship between self-efficacy and attitudes toward interprofessional communication and collaboration in learners of different disciplines.

This cross-sectional study carried out in Shahid Sadoughi University of Medical Sciences in 2020. In the first phase, the psychometrics properties of the scales; attitudes toward healthcare teams and self-efficacy in interprofessional collaboration and communication were evaluated. In the second phase, the survey were conducted among 178 residents, medical interns, and nursing students.

The validity and reliability of the instruments were confirmed. According to exploratory factor analysis, the items of the self-efficacy in interprofessional collaboration and communication scale were classified into four areas; effective communication with the patient, patient involvement, interprofessional teamwork, and interprofessional interaction. The Cronbach's alpha coefficient was 0.74 and 0.95, and interclass correlation coefficient was 0.76 and 0.90 for attitudes toward healthcare teams and self-efficacy in interprofessional collaboration and communication scales, respectively. The mean scores of self-efficacies (2.10±0.41) and attitudes toward health care teams (2.17 ±0.43) were at a weak level, and a significant relationship was observed between them (P=0.001, r = 0.80).

Regards the confirmation of validation of the tools, the validated instruments can be utilized for formative evaluation of learners in different fields in order to provide the necessary platform for the promotion of interprofessional collaboration behavior in clinical teams.

Problem‑solving skills and learner‑centered approaches provide students with the ability to solve health challenges by placing them in simulated situations. The aim of this study was to determine the effect of inter‑professional learning based on problem‑solving on critical thinking (CT) and satisfaction with learning experience in nursing and midwifery students.

This quazi‑experimental study of a single group used pretest–posttest design. 20 undergraduate nursing and 28 midwifery students at the final academic year participated in the study. The research intervention was interprofessional learning based on problem‑solving conducted in five 2‑h training sessions. California’s CT Scale and 10‑point visual analog scale were used to measure CT skills and satisfaction with learning before and after the intervention. Finally, data were analyzed by SPSS software version 23 using descriptive statistics and paired t‑test.

The findings of this study indicated that the mean score of students’ CT before the intervention was poor, while it statistically significant increased after the intervention (P < 0.05). It was also found that students’ satisfaction with learning, in the scale of 0–10, was reported from 5 to 9 indicating students had a high level of satisfaction with their learning experience.

Based on the findings, it can be concluded that the interprofessional education based on problem‑solving has been able to significantly enhance the overall critical skills of students, especially in the dimensions of analysis, inference, and deductive reasoning, and also, students’ satisfaction with learning experience was also increased.

Assessment interprofessional collaboration (IPC), in community health‑care setting usually has been neglected due to the lack of standard tools and assessors. In the present study, the IPC checklist extracted from CANMEDS collaborator toolkit for teaching and assessing the collaborator role is contextualized in Iranian community healthcare.

According to CANMEDS Toolkit, an instrument extracted for IPC assessment. Using Chavez’ toolkit, face and content validity were studied through two rounds of Delphi by 12 experts of TUMS. Qualitative content validity including content validity index (CVI), and content validity ratio (CVR) were assessed following watching a standard video about IPC by them. Construct validity was studied by confirmatory factor analysis through LISREL software. To check reliability, Cronbach’s alpha was calculated, and the other 12 experts completed checklists in test–retest process with a 2‑week interval.

Face and qualitative content validity were confirmed using the Delphi method. CVI and CVR were calculated as 0.61 and 0.86. In factor analysis, x2/df and RMSEA were calculated as 1.363 and 0.036; CFI, IFI, GFI, and AGFI were >0.7, and hence, the construct validity was confirmed. Cronbach’s alpha was 0.953 for internal consistency. Test–retest was also calculated as 0.918 indicated to confirm reliability.

CANMEDS framework as an assessment tool for evaluating IPC in community health setting is not only valid and reliable in the Iranian context but also it is easy to use for respondents resulted from the rational number of items in community.