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      Interprofessional education faculty development survey: Perspectives on IPE and collaborative practice and COVID-19

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          Abstract

          The cancellation of in-person classes in March 2020 due to COVID-19 caused a sudden shift in the educational experiences of health profession students enrolled at the University of Michigan (U-M). With the move to remote learning, educators engaging in interprofessional education (IPE) were faced with the challenge of preparing students for interprofessional collaboration from a distance. A survey was designed to investigate the impact of the pandemic on IPE practices and discover educator development needs. Faculty and staff from 10 health sciences schools within the U-M and Michigan Medicine were invited to complete a survey investigating their use of IPE competencies prior to, during, and after the pandemic; their development needs; and their ideas for future implementation of IPE and collaborative practice. Fifty-six percent of respondents reported their ability to teach IPE competencies was impacted by changes related to COVID. There was a significant (p ≤ 0.001) difference between self-report of incorporating IPE competencies prior to and during pandemic and during and into the future across all five competencies. Technology was reported as a challenge when teaching IPE, and a need for future faculty development. Leveraging virtual and case-based learning and increasing collaboration between schools were identified as ideas for future implementation.

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          Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness.

          U.H. Graneheim, B Lundman (2004)
          Qualitative content analysis as described in published literature shows conflicting opinions and unsolved issues regarding meaning and use of concepts, procedures and interpretation. This paper provides an overview of important concepts (manifest and latent content, unit of analysis, meaning unit, condensation, abstraction, content area, code, category and theme) related to qualitative content analysis; illustrates the use of concepts related to the research procedure; and proposes measures to achieve trustworthiness (credibility, dependability and transferability) throughout the steps of the research procedure. Interpretation in qualitative content analysis is discussed in light of Watzlawick et al.'s [Pragmatics of Human Communication. A Study of Interactional Patterns, Pathologies and Paradoxes. W.W. Norton & Company, New York, London] theory of communication.
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            Medical Student Education in the Time of COVID-19

            Suzanne Rose (2020)
            Article 0 comments Cited 720 times – based on 0 reviews     Review now
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              The COVID-19 pandemic: implications for dental education

              Chris Deery (2020)
              Aim This narrative review aims to report on the impacts of COVID-19 on the provision of dental education in the 67 dental schools in the United States (US). Having set the scene and current challenges, it aims to suggest some strategies to overcome the issues facing dental schools going forward. Background In the US the Occupational Safety and Health Administration classified dentists in the very high risk category because of the potential for exposure to the virus as a result of aerosol generating procedures (AGP). In the last 20 years there have been two previous outbreaks of coronaviruses (severe acute respiratory syndrome and Middle East respiratory syndrome) which resulted in no long-term changes in the provision of dental education. The recent paper from Wuhan, China described action in the height of the infection but no sustainable actions to deliver dental education going forward. Challenges The challenges identified include: protecting the health of students, faculty and staff; ensuring the continuity and quality of dental education; ensuring confidence in health and safety measures; and keeping up with guidance. There is some variation across the US but most schools have suspended clinical teaching and implemented stay at home policies. Others have implemented social distancing in laboratories including clinical skills. The final challenge is ensuring that students have the teaching, experience and are assessed to ensure the competency of the graduating student. Solutions Technology in teaching and learning offers many opportunities. For didactic teaching distance learning has been implemented. There are 'off the shelf' programmes for teaching and assessment. The development of bespoke content is time consuming and one solution is for schools to share material. Although still requiring social distancing, manikins and haptics offer some opportunities for skills training. The need for excellent information sharing with faculty and students is emphasised. Conclusion Schools should re-evaluate their policies and curricula and incorporate appropriate methods of distance learning permanently into their teaching. Students should have outreach and multi-professional support in order to allow them to assist in the community during public health crises. Finally, gaps have been identified in US dental schools preparedness for pandemics.
              Article 0 comments Cited 42 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (nlm-ta): J Interprof Educ Pract
                Journal ID (iso-abbrev): J Interprof Educ Pract
                Title: Journal of Interprofessional Education & Practice
                Publisher: Published by Elsevier Inc.
                ISSN (Electronic): 2405-4526
                Publication date PMC-release: 4 July 2022
                Publication date (Electronic): 4 July 2022
                Electronic Location Identifier: 100529
                Affiliations
                [a ]University of Michigan-Flint, Physical Therapy Department, 303 East Kearsley Street, 2157 William S. White, Flint, MI, 48502, USA
                [b ]University of Michigan School of Dentistry, Clinical Assistant Professor of Dentistry, Director of Innovation in Teaching and Learning,Department of Cariology, Restorative Sciences and Endodontics, 1011 North University Ave., Ann Arbor, MI, 48109, USA
                [c ]Medical School, University of Michigan, Associate Professor of Obstetrics and Gynecology and Learning Health Sciences, Director, Health Infrastructures & Learning Systems Online Master of Science Degree, 224 Victor Vaughan Building, 1111 E. Catherine Street, Ann Arbor, MI, 48109, USA
                [d ]Center for Research on Learning and Teaching, Assistant Director, 1071 Palmer Commons, 100 Washtenaw Avenue, Ann Arbor, MI, 48109, USA
                [e ]School of Nursing, University of Michigan, Clinical Professor School of Nursing, 426 North Ingalls, Room 4112, Ann Arbor, MI, 48109-5482, USA
                [f ]Center for Interprofesssional Education, University of Michigan, 428 Church Street, Rm 2567, Ann Arbor, MI, 48109, USA
                [g ]Lourdes University, Toledo, OH, USA
                [h ]Taubman Health Sciences Library, University of Michigan, Informationist 1135 Catherine St. Ann Arbor, MI, 48109, USA
                [i ]School of Nursing, University of Michigan, 426 North Ingalls, Room 4134, Ann Arbor, MI, 48109, USA
                [j ]Department of Social Work, Michigan Medicine, Clinical Social Worker, Adult Palliative Care Consult Service, Social Work Education Lead, Michigan Medicine Social Work Internship Program, 1500 E. Medical Center Drive, SPC 5233, Ann Arbor, MI, 48109-5233, USA
                Author notes
                [∗ ]Corresponding author.
                Article
                Publisher Item ID: S2405-4526(22)00036-2 Publisher ID: 100529
                DOI: 10.1016/j.xjep.2022.100529
                PMC ID: 9250902
                SO-VID: 2a16b2aa-8400-4076-9a40-3dbafac77d52
                Copyright © © 2022 Published by Elsevier Inc.
                License:

                Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.

                History
                Date received : 20 October 2021
                Date revision received : 21 April 2022
                Date accepted : 22 June 2022
                Categories
                Subject: Article

                Keywords: interprofessional education,faculty development,covid-19,interprofessional education competencies,survey
                Data availability:
                Keywords: interprofessional education, faculty development, covid-19, interprofessional education competencies, survey

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