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Shrader S, Jernigan S, Nazir N, et al. Determining the impact of an interprofessional learning in practice model on learners and patients. J Interprof Care. 2018;1-8doi: 10.1080/13561820.2018.1513465.
Shrader, S., Jernigan, S., Nazir, N., & Zaudke, J. (2018). Determining the impact of an interprofessional learning in practice model on learners and patients. Journal of interprofessional care, 1-8. https://doi.org/10.1080/13561820.2018.1513465
Shrader, Sarah, et al. "Determining the impact of an interprofessional learning in practice model on learners and patients." Journal of interprofessional care vol. (2018): 1-8. doi: https://doi.org/10.1080/13561820.2018.1513465
Shrader S, Jernigan S, Nazir N, Zaudke J. Determining the impact of an interprofessional learning in practice model on learners and patients. J Interprof Care. 2018 Sep 13;1-8. doi: 10.1080/13561820.2018.1513465. Epub 2018 Sep 13. PMID: 30212641.
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J Interprof Care. 2018 Sep 13;1-8. doi: 10.1080/13561820.2018.1513465. Epub 2018 Sep 13.

Determining the impact of an interprofessional learning in practice model on learners and patients.

Journal of interprofessional care

Sarah Shrader, Stephen Jernigan, Niaman Nazir, Jana Zaudke

Affiliations

  1. a Department of Pharmacy Practice, University of Kansas School of Pharmacy , Kansas City , KS , US.
  2. b Department of Physical Therapy, University of Kansas, School of Health Professions , US.
  3. c Department of Family Medicine, University of Kansas, School of Medicine , US.

PMID: 30212641 DOI: 10.1080/13561820.2018.1513465

Abstract

The Institute of Medicine recently expressed a need to measure the impact of interprofessional education (IPE) on health professions collaborative behavior in practice environments and patient outcomes, and the National Center for Interprofessional Practice and Education has focused research efforts to connect interprofessional practice and education. We describe a model intentionally designed to link interprofessional practice experience in ambulatory care setting and an IPE curriculum for students, called the Interprofessional Learning in Practice (ILIP) model. The study objective was to determine the impact of the ILIP model on student and patient outcomes during a 24-month intervention period. Student satisfaction was collected through a brief survey administered post-ILIP model. Patient outcomes were collected from before and after the intervention period through a retrospective chart review of patients who received care through the ILIP model. For the study, disease indicators for the top three chronic diagnoses of depression, hypertension, and type 2 diabetes mellitus were chosen as the patient outcomes. Student outcomes were analyzed using descriptive statistics and the Mann-Whitney U test. Patient outcomes were analyzed using McNemar's test and paired t-tests. Of the 382 students who participated in the ILIP model during the study period, 179 completed surveys, indicating that they valued the experience, valued learning from interprofessional preceptors, and gained interprofessional skills to use in their future practice. During the 24-month intervention, 401 patients were evaluated post-ILIP model, statistically significant results demonstrated HbA1c values for patients with diabetes were reduced by 0.5% and depression screening improved from 9% to 91%. Additionally, patients' hypertension control was similar to baseline and diabetes control (as defined as HbA1c ≤8%) was improved compared to baseline but did not reach statistical significance. By aligning interprofessional practice and education in the ILIP model, students had a positive experience, gained interprofessional collaboration skills, and provided value-added benefits to improve patient outcomes.

Keywords: Intentional; interprofessional education; interprofessional practice; patient-centred practice; preceptor

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