Back to basics for curricular development: A proposed framework for thinking about how interprofessional learning occurs.

The persistent difficulty of defining the mechanisms of interprofessional learning that can lead to collaborative behavior poses a challenge to evidence-based curricular design. To begin the process of building a framework for curricular development we used an inductive approach to better understand the lived experience of students engaged in an interprofessional activity. Utilizing methods from grounded theory, we analyzed reflective essays from an interprofessional classroom-based workshop for early learners at Case Western Reserve University. Students from four professional schools (medicine, nursing, social work, and dentistry) participated in facilitator guided small groups for an interactive, case-based, tabletop simulation workshop. Written reflections (N = 245) were collected, and a coding scheme was iteratively developed through constant comparison analysis in the review of a random subsample of essays (n = 19), and saturation was achieved in the second subset (n = 15). Second-order themes and four aggregate dimensions arose from the data. Aggregate dimensions were integrated into a proposed framework for the interprofessional learning process, including factors identified as necessary for the learning to occur. In this report, we describe the development of this preliminary framework, examine its components, and demonstrate potential utility in relation to established theory and research.

Effects of an Interprofessional Student-Led Sexual Education Program on Self-Efficacy and Attitudes About Sexual Violence in Youths in Juvenile Detention.

STUDY OBJECTIVE: We aim to explore the impact of an interprofessional graduate student-led sexual education curriculum on sexual self-efficacy, perceived importance of sexual consent, and willingness to intervene against sexual violence in the high-risk population of detained youths. DESIGN, SETTING, AND PARTICIPANTS: Medical, nursing, social work, and physician assistant students implemented a 3-session, comprehensive sexual health curriculum for detained youths (n = 253). INTERVENTIONS AND MAIN OUTCOME MEASURES: The curriculum from Son et al (2017) was adapted to include a more targeted curriculum on consent and safe relationships. Youths completed pre- and postintervention assessments that evaluated their sexual self-efficacy and violence-related beliefs and behaviors. RESULTS: Detained youths completing the curriculum showed statistically significant increases in the sexual self-efficacy (P < .001), view of the importance of consent (P < .001), and willingness to intervene (P = .0027). The subset of male individuals and adolescents aged 17-19 years achieved statistically significant improvement in each category; adolescents aged 12-14 years did not. Female participants showed statistically significant improvement in sexual self-efficacy scores only. CONCLUSIONS: The curriculum addressing topics of consent and sexual violence was effective in improving detained youths' belief in their ability to safely navigate a sexual encounter and their attitudes toward sexual assault. Additional research on gender- and age-specific programming and the long-term impact on sexual health risk behaviors is needed.

Implementation and evaluation of a community-based interprofessional learning activity.

Implementation of large-scale, meaningful interprofessional learning activities for pre-licensure students has significant barriers and requires novel approaches to ensure success. To accomplish this goal, faculty at Case Western Reserve University, Ohio, USA, used the Ottawa Model of Research Use (OMRU) framework to create, improve, and sustain a community-based interprofessional learning activity for large numbers of medical students (N = 177) and nursing students (N = 154). The model guided the process and included identification of context-specific barriers and facilitators, continual monitoring and improvement using data, and evaluation of student learning outcomes as well as programme outcomes. First year Case Western Reserve University medical students and undergraduate nursing students participated in team-structured prevention screening clinics in the Cleveland Metropolitan Public School District. Identification of barriers and facilitators assisted with overcoming logistic and scheduling issues, large class size, differing ages and skill levels of students and creating sustainability. Continual monitoring led to three distinct phases of improvement and resulted in the creation of an authentic team structure, role clarification, and relevance for students. Evaluation of student learning included both qualitative and quantitative methods, resulting in statistically significant findings and qualitative themes of learner outcomes. The OMRU implementation model provided a useful framework for successful implementation resulting in a sustainable interprofessional learning activity.

A patient advocacy program established through an interprofessional student-run free clinic.

This report describes a student-run free clinic model that exposes medical, nursing, and social work students to interprofessional care of the underserved early in their training. As a result of a new partnership with social work students, a patient advocacy program was established, which helped patients apply for an expanded Medicaid program.