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A novel pain interprofessional education strategy for trainees: assessing impact on interprofessional competencies and pediatric pain knowledge.

Hunter JP, Stinson J, Campbell F, Stevens B, Wagner SJ, Simmons B, White M, van Wyk M - Pain Res Manag (2014)

Bottom Line: Scores improved in the remaining professions (n=14; P<0.01).There was significant improvement in educational outcomes.The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies.

View Article: PubMed Central - PubMed

ABSTRACT

Background: Health care trainees⁄students lack knowledge and skills for the comprehensive clinical assessment and management of pain. Moreover, most teaching has been limited to classroom settings within each profession.

Objectives: To develop and evaluate the feasibility and preliminary outcomes of the 'Pain-Interprofessional Education (IPE) Placement', a five-week pain IPE implemented in the clinical setting. The utility (content validity, readability, internal consistency and practical considerations) of the outcome measures was also evaluated.

Methods: A convenience sample of 21 trainees from eight professions was recruited over three Pain-IPE Placement cycles. Pre- and postcurriculum assessment included: pain knowledge (Pediatric Pain Knowledge and Attitudes Survey), IPE attitudes (Interdisciplinary Education Perception Scale [IEPS]) and IPE competencies (Interprofessional Care Core Competencies Global Rating Scales [IPC-GRS]), and qualitative feedback on process⁄acceptability.

Results: Recruitment and retention met expectations. Qualitative feedback was excellent. IPE measures (IEPS and IPC-GRS) exhibited satisfactory utility. Postcurriculum scores improved significantly: IEPS, P<0.05; IPC-GRS constructs, P<0.01; and competencies, P<0.001. However, the Pediatric Pain Knowledge and Attitudes Survey exhibited poor utility in professions without formal pharmacology training. Scores improved in the remaining professions (n=14; P<0.01).

Discussion: There was significant improvement in educational outcomes. The IEPS and IPC-GRS are useful measures of IPE-related learning. At more advanced training levels, a single pain-knowledge questionnaire may not accurately reflect learning across diverse professions.

Conclusion: The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies. The present study represents a first step at defining and assessing change in interprofessional competencies gained from Pain-IPE.

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Pre- and postintervention distribution frequencies of Interprofessional Care Core Competencies Global Rating Scales scores grouped according to competency constructs (collaboration, communication, verbal/ethics – left graph) and grouped according to categories of learning the competencies (knowledge, skills, attitudes – right graph)
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f3-prm-20-e12: Pre- and postintervention distribution frequencies of Interprofessional Care Core Competencies Global Rating Scales scores grouped according to competency constructs (collaboration, communication, verbal/ethics – left graph) and grouped according to categories of learning the competencies (knowledge, skills, attitudes – right graph)

Mentions: There was a statistically significant change in pre- to postprogram mean scores for all constructs and categories of competencies (Table 4). The distribution of subscale scores for constructs and categories of competencies are presented in Figure 3. The proportion of individuals who answered positively (4 or 5 on the five-item scale) is presented in Appendix 3. The mean percentage increases in positive responses per construct from pre- to postprogram were: collaboration (56.2%); values and ethics (42.9%); and communication (39.9%). The five items (33.3% of total) with the highest increase in percentages were all within the skills/behaviour category of competencies.


A novel pain interprofessional education strategy for trainees: assessing impact on interprofessional competencies and pediatric pain knowledge.

Hunter JP, Stinson J, Campbell F, Stevens B, Wagner SJ, Simmons B, White M, van Wyk M - Pain Res Manag (2014)

Pre- and postintervention distribution frequencies of Interprofessional Care Core Competencies Global Rating Scales scores grouped according to competency constructs (collaboration, communication, verbal/ethics – left graph) and grouped according to categories of learning the competencies (knowledge, skills, attitudes – right graph)
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4325895&req=5

f3-prm-20-e12: Pre- and postintervention distribution frequencies of Interprofessional Care Core Competencies Global Rating Scales scores grouped according to competency constructs (collaboration, communication, verbal/ethics – left graph) and grouped according to categories of learning the competencies (knowledge, skills, attitudes – right graph)
Mentions: There was a statistically significant change in pre- to postprogram mean scores for all constructs and categories of competencies (Table 4). The distribution of subscale scores for constructs and categories of competencies are presented in Figure 3. The proportion of individuals who answered positively (4 or 5 on the five-item scale) is presented in Appendix 3. The mean percentage increases in positive responses per construct from pre- to postprogram were: collaboration (56.2%); values and ethics (42.9%); and communication (39.9%). The five items (33.3% of total) with the highest increase in percentages were all within the skills/behaviour category of competencies.

Bottom Line: Scores improved in the remaining professions (n=14; P<0.01).There was significant improvement in educational outcomes.The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies.

View Article: PubMed Central - PubMed

ABSTRACT

Background: Health care trainees⁄students lack knowledge and skills for the comprehensive clinical assessment and management of pain. Moreover, most teaching has been limited to classroom settings within each profession.

Objectives: To develop and evaluate the feasibility and preliminary outcomes of the 'Pain-Interprofessional Education (IPE) Placement', a five-week pain IPE implemented in the clinical setting. The utility (content validity, readability, internal consistency and practical considerations) of the outcome measures was also evaluated.

Methods: A convenience sample of 21 trainees from eight professions was recruited over three Pain-IPE Placement cycles. Pre- and postcurriculum assessment included: pain knowledge (Pediatric Pain Knowledge and Attitudes Survey), IPE attitudes (Interdisciplinary Education Perception Scale [IEPS]) and IPE competencies (Interprofessional Care Core Competencies Global Rating Scales [IPC-GRS]), and qualitative feedback on process⁄acceptability.

Results: Recruitment and retention met expectations. Qualitative feedback was excellent. IPE measures (IEPS and IPC-GRS) exhibited satisfactory utility. Postcurriculum scores improved significantly: IEPS, P<0.05; IPC-GRS constructs, P<0.01; and competencies, P<0.001. However, the Pediatric Pain Knowledge and Attitudes Survey exhibited poor utility in professions without formal pharmacology training. Scores improved in the remaining professions (n=14; P<0.01).

Discussion: There was significant improvement in educational outcomes. The IEPS and IPC-GRS are useful measures of IPE-related learning. At more advanced training levels, a single pain-knowledge questionnaire may not accurately reflect learning across diverse professions.

Conclusion: The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies. The present study represents a first step at defining and assessing change in interprofessional competencies gained from Pain-IPE.

Show MeSH