Preaching Through the Choir. What Interprofessional Education Can Learn From Choir Singing.

Collaboration between healthcare professionals from different backgrounds is a true art to be mastered. During interprofessional education (IPE), learners from different professions learn with, from and about each other. Landscape of Practice (LoP) theory can offer insight into social learning in IPE, but its application is rather complex. We argue that choir singing offers a helpful metaphor to understand different concepts in LoP (brokers, engagement, imagination and alignment) and how they are manifested in IPE. Based on similarities between choir singing and IPE, we present four lessons: 1) The teacher sets the tone: a lesson for brokers; 2) You can only learn so much alone: a lesson for engagement; 3) Listening is not as easy as it sounds: a lesson for imagination and 4) A song is more than the sum of its parts: a lesson for alignment. Moreover, we reflect on differences between choir singing and IPE, and insights from these differences.

An Interprofessional Faculty Development Program for Workplace-Based Learning.

Background: Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal learning opportunities. A large part of clinical teaching however, encompasses ad-hoc, informal and interprofessional workplace-based learning whereby individuals learn as part of everyday work activities. To fully harness the educational potential embedded in daily healthcare practices, prioritizing interprofessional faculty development for workplace-based learning is crucial. Approach: Utilizing the 'ADDIE' instructional design framework we developed, implemented and evaluated an interprofessional faculty development program for workplace-based learning. This program, encompassing seven formal training sessions each with a different theme and five individual workplace-based assignments, aimed to support clinical teachers in recognizing and optimizing informal learning. Outcomes: The pilot program (n = 10) and first two regular courses (n = 13 each) were evaluated using questionnaires containing Likert scale items and open textboxes for narrative comments. The quality and relevance of the program to the clinical work-place were highly appreciated. Additional valued elements included practical knowledge provided and tools for informal workplace-based teaching, the interprofessional aspect of the program and the workplace-based assignments. Since its development, the program has undergone minor revisions twice and has now become a successful interprofessional workplace-based alternative to existing faculty development programs. Reflection: This faculty development program addresses the specific needs of healthcare professionals teaching in clinical settings. It stands out by prioritizing informal learning, fostering collaboration, and supporting integration of formal training into daily practice, ensuring practical application of learned knowledge and skills. Furthermore, it emphasizes interprofessional teaching and learning, enhancing workplace environments.

Framework for an interprofessional experience addressing health and disability for health professional students.

BACKGROUND AND PURPOSE: A Health and Disabilities Interprofessional Education (IPE) course was implemented to join three healthcare disciplines together to collaboratively plan, implement, and reflect on professional roles and responsibilities. The goal and purpose of this course was to create an advancement of interprofessional education and practice within health science professions early in their students' programs utilizing innovative teaching methods working directly with individuals with disabilities. EDUCATIONAL ACTIVITY AND SETTING: 72 students were assigned to interprofessional teams of 10-11 people. Through asynchronous and synchronous learning activities, student teams worked together to plan and conduct community-based client interviews. FINDINGS: Quantitative and qualitative evaluation methods were used to explore the impact of interprofessional experiential learning experiences. Qualitative data showed a greater awareness and understanding of the different roles and responsibilities in interprofessional teams as well as a greater appreciation for the value of interacting with persons with disabilities (PWD) during their training. Quantitative data showed a significant change in students' understanding of their roles and responsibilities as a member of an interprofessional team, their confidence with working with PWD in a future healthcare capacity, as well as their understanding of how the social determinants of health may influence the healthcare experience of a PWD. SUMMARY: Interprofessional education and experiential learning opportunities are good ways to facilitate "real" patient care experiences and team roles and responsibilities. This enables healthcare students to practice communication, build relationships, and understand the lived experience of their patients.

Let's Learn Together! A Mixed-Methods Study to Assess Readiness for Interprofessional Education on Total Worker Health® Practice.

BACKGROUND: Occupational safety and health (OSH) professionals increasingly need interdisciplinary collaborative practice competencies to respond to complex worker safety, health, and well-being risks. Effective collaboration with non-OSH-trained professionals (e.g., health promotion, human resources) is critical for planning integrated interventions that address work and non-work risks, consistent with a "Total Worker Health" (TWH) approach. Interprofessional education (IPE) pedagogy offers skill-building for interdisciplinary collaboration, but little attention has been given to IPE in OSH education and training literature. The goal of this study was to assess OSH professionals' perceptions about IPE to guide application in postgraduate TWH education. METHODS: The mixed-methods study involved 210 U.S. professionals in safety (31%), industrial hygiene (16%), occupational nursing (12%) and medicine (11%), and related disciplines (30%). Participants completed a 12-item Readiness for Interprofessional Education Scale (RIPLS) adapted for TWH. Nineteen survey-takers also participated in virtual focus groups to share opinions about IPE benefits, barriers, and desirable course features. FINDINGS: Occupational safety and health professionals reported high overall readiness for IPE (RIPLS, 4.45 ± 0.47), endorsing IPE for interdisciplinary skill-building. Salient IPE motivators were learning new perspectives from diverse disciplines and industries; gaining new subject expertise; developing common ground across disciplines; and learning TWH best practices. Participants recommended case studies to practice interdisciplinary problem-solving through group work. CONCLUSIONS/APPLICATION TO PRACTICE: Interprofessional education is a promising pedagogy for OSH continuing education to promote interdisciplinary collaboration skills needed for TWH practice in the workplace. Occupational safety and health educators need to build competency in IPE pedagogical theory and practice to ensure effective training design and evaluation.

Simulación interprofesional en estudiantes de enfermería y medicina, experiencias de sus protagonistas / Interprofessional Simulation with Nursing and Medical Students: The Protagonists' Experiences

Introducción: El impacto que ha tenido la implementación y avance de la educación interprofesional en las ciencias de la salud, ha demostrado que, articulado a diferentes estrategias didácticas, como la simulación clínica estandarizada, optimiza el aprendizaje colaborativo y el trabajo en equipo. Objetivo: Comprender los significados que estudiantes de enfermería y medicina le otorgaron a la educación interprofesional, desarrollada a través de simulación clínica estandarizada. Métodos: Estudio cualitativo interpretativo, donde a través de una determinación a priori basadas en criterios, se seleccionaron 40 estudiantes de enfermería y medicina que participaron de cuatro casos dentro de simulación clínica estandarizada, durante el segundo semestre del año 2019. Estas interacciones fueron videograbadas y luego se realizaron grupos focales para indagar la experiencia que los estudiantes habían tenido en la actividad simulada. Se realizó análisis de contenido de los videos y los grupos focales hasta que no se encontraron nuevos códigos. Resultado: Emergieron tres categorías principales: 1) Identificar las habilidades relacionales necesarias para la atención, 2) Aprender a colaborar a través de la educación interprofesional y 3) Sensaciones implícitas dentro de la simulación interprofesional. Conclusiones: La experiencia y significado que los estudiantes de enfermería y medicina le otorgaron a esta didáctica interprofesional les ayudó a reconocer la reflexión como punto de partida para el aprendizaje significativo y a descubrir en el compañero saberes que podían nutrir su proceso de formación, así como impactarlos en el desarrollo de habilidades interpersonales importantes en la práctica y que aplicarán en su futuro profesional(AU)

Introduction: The impact of the implementation and advancement of interprofessional education in health sciences has shown that, in articulation with different didactic strategies (such as standardized clinical simulation), collaborative learning and teamwork are optimized. Objective: To understand the meanings that nursing and medical students gave to interprofessional education, developed through standardized clinical simulation. Methods: An interpretive qualitative study was conducted, by means of an a priori determination based on criteria; 40 nursing and medical students were selected to participate in four cases within standardized clinical simulation, during the second semester of 2019. These interactions were recorded and focus groups were then held to delve into the students' experience of the simulated activity. Content analysis was applied to the videos and focus groups until new codes were found. Results: Three main categories emerged: 1) identifying relational skills needed for care, 2) Learning how to collaborate through interprofessional education, and 3) implicit feelings within interprofessional simulation. Conclusions: The experience and meaning that nursing and medical students gave to this interprofessional didactic resource helped them recognize thinking as a starting point for meaningful learning, as well as discover, in their partners, knowledge that could nurture their training process and impact them in the development of important interpersonal skills in practice and that they will apply in their professional future(AU)

Aproximación a la formación por competencias profesionales desde las asignaturas Propedéutica Clínica y Medicina Interna / An approach to professional competence-based formation from the subjects of Clinical Propaedeutic and Internal Medicine

Introducción: La formación del capital humano en salud y, por tanto, la del médico no están estructuradas sobre la base de competencias profesionales, a pesar de su importancia en la educación del hombre y estar contempladas en el propósito básico de la carrera de Medicina. Objetivo: Exponer mediante análisis crítico las potencialidades del diseño curricular basado en competencias profesionales desde las asignaturas de Propedéutica Clínica y Medicina Interna en la carrera de Medicina. Desarrollo: Se aborda cómo el proceso de formación del pregrado requiere redimensionamiento y perfeccionamiento curricular, con mayor aproximación al objeto de la profesión, a través de la formación por competencias. Además, cómo aprovechar la educación en el trabajo en Propedéutica Clínica y Medicina Interna, esenciales y rectoras, mediante el pase de visita y la discusión diagnóstica, que constituyen ambientes inapreciables para desarrollar la formación por competencias, donde el método clínico tiene su cimiento más sólido. De manera que la formación por competencias se convierta en instrumento esencial para el perfeccionamiento en el campo educacional y represente una propuesta útil avalada por prestigiosos organismos internacionales, que urge generalizar en pos del mejoramiento continuo de la educación. Conclusiones: La estructuración de un plan de estudio basado en competencias profesionales puede respaldar resultados formativos superiores, para lograr un egresado universitario más preparado, trascendente y comprometido con la sociedad, que sea capaz de cumplir mejor el encargo social del sistema de salud cubano(AU)

Introduction: The formation of human resources in health and, subsequently, that of the physician are not structured on the basis of professional competences, despite their importance in the education of human beings and the fact that they are included in the basic purpose of the medical major. Objective: To expose, through critical analysis, the potentialities of the curricular design based on professional competences with respect to the subjects of Clinical Propaedeutic and Internal Medicine in the medical major. Development: This work addresses how the undergraduate training process requires redimensioning and improvement of its curricular design, with greater approximation to the object of the profession, through competence-based training. In addition, it addresses how to take advantage of education at work in the subjects of Clinical Propaedeutic and Internal Medicine, as far as they are both essential and guiding, by means of patients' visits and diagnostic discussions as invaluable settings for developing competence-based training, where the clinical method has its most solid foundation. Thus, competence-based training becomes an essential instrument for improvement in the educational field and represents a useful proposal endorsed by prestigious international organizations, which urgently needs to be generalized for the continuous improvement of education. Conclusions: The structuring of a study plan based on professional competences can support superior training outcomes, in view of achieving a more prepared university graduate, with a transcendent performance and committed to society, who is able to fulfill better the social task of the Cuban health system(AU)

Estágio Comunitário Interprofissional na formação do estudante de Odontologia: relato de experiência da Universidade Federal de Goiás / Interprofessional Community Internship in Dental Student Education: experience report of the Federal University of Goiás

O Sistema Único de Saúde configura-se como um potente cenário de atuação e campo de formação interprofissional, principalmente,no que se refere aos estágios supervisionados. Esse relato de experiência (RE) tem como objetivo descrever o processo de construção do Estágio Comunitário Interprofissional (ECI) da Universidade Federal de Goiás na perspectiva da formação do cirurgião-dentista. A construção parte das experiências vivenciadas e refletidas pelas autoras/sujeitos do RE: as professoras do estágio em cada curso (enfermagem, nutrição, medicinae odontologia) e a coordenadora da integração ensino-serviço-comunidade do campus do município onde ocorre o estágio. Foram ainda consultados os planos de ensino e projetos pedagógicos dos cursos envolvidos, as memórias das oficinas avaliativas realizadas ao longo do estágioe o Manual do Estágio Comunitário. O contexto do ECI, o processo ensino-aprendizagem na formação interprofissional do estudante de odontologia, a busca da sustentabilidade do estágio e a potencialidade da aprendizagem informal são apresentados e discutidos. Considera-se os avanços históricos alcançados no percurso do ECI e os dispositivos que favorecem tais mudanças na perspectiva da educação e prática interprofissional, além dos potenciais pontos de evolução do estágio para garantir a formação integral do cirurgião-dentista, no que tange às competências colaborativas (AU).

The Unified Health System (SUS) in Brazil is a powerful scenario for action and a field of interprofessional education, particularly with regard to supervised internships. This experiencereport (ER) describes the structure of the interprofessional community internship (ICI) at the Federal Universityof Goiás from the perspective of dental education. The articleis based on the experiences and reflectionsofthe authorsand subjectsof the ER: the faculty of each study program (Dentistry, Medicine, Nursing, and Nutrition) and the coordinator for the integration of teaching, service, and community on the campus where the internshiptakes place. The pedagogical projects and teaching plans of the participating programs, the evaluation workshops during the internship, and the community internship manualwere also consulted.The ICI context, the learning process in interprofessional dental student education, the sustainability of the internship, and the potential of informal learning are presented and discussed. The historical advances made during the ICIand the means by which such changes in the perspective of education and interprofessional practice are fostered, as well as the potential points of development of the internshipto ensure the holistic education of dental studentsin terms of collaborativeskills, are considered (AU).

A Odontologia na Residência Multiprofissional em Saúde: experiência da formação na rede de atenção à saúde / Dentistry in Multiprofessional Residency in Health: experience of training in the health care network

A Residência Multiprofissional em Saúde, modalidade de pós-graduação lato sensucom formação em serviço e duração de dois anos, permite a articulação de conhecimentos específicos, comuns e de trabalho em equipe, para o alcance do cuidado integral e humanizado ao usuário e comunidade. Esse artigo tem por objetivo relatar a experiência de formação em serviço na área de Odontologia de um Programa de Residência Multiprofissional em Atenção Integral à Saúde na Rede de Atenção à Saúde Bucal. O programa de residência, tem carga horária semanal de 60 horas, envolve atividades teóricas e práticas de ensino divididas em eixos transversais, comum às diferentes áreas, e específico para cada profissão, sendo 60% da carga horária na atenção primária, 20% na atenção secundária e 20% naatenção terciária, em diferentes cenários de prática da rede de atenção à saúde bucal. Conta com 36 residentes multiprofissionais, dentre esses, 6 cirurgiões-dentistas. Nos módulos teóricos, específico e comum, utilizaram-se metodologias ativas e ambientevirtual de aprendizagem para discussão teórica, e a tutoria de campo deu subsídios ao desenvolvimento de práticas interprofissionais colaborativas e à organização do processo de trabalho na atenção primária. A integração com diferentes áreas da saúde e a reflexão e problematização das práticas tem potencializado o trabalho em equipe, visando àintegralidade do cuidado em saúde. Essa modalidade de formação para a área da Odontologia tem se mostrado importante para o desenvolvimento de habilidades e competências colaborativas dos cirurgiões-dentistas e qualificação do Sistema Único de Saúde (AU).

The Multiprofessional Residency in Health, a two-year lato sensupost-graduate program with training in service, allows the articulation of specific, common and teamwork knowledge, to achieve comprehensive and humanized care to the user and community. This article aims to report the experience of in-service training inthe field of Dentistry of a Multiprofessional Residency Program in Integral Health Care in the Oral Health Care Network. The residency program, with weekly workload of 60 hours, involves theoretical and practical teaching activities divided into transversal axes, common to different areas, and specific for each profession, being 60% of the workload in primary care, 20% in secondary care and 20% in tertiary care, in different scenarios of practice of the oral health care network. It has 36 multiprofessionalresidents, including 6 dentists. In the theoretical, specific and common modules, active methodologies and virtual learning environment were used for theoretical discussion, and field mentorship support the development of collaborative interprofessional practices and the organization of the work process in primary care. The integration with different areas of health, and reflecting on and problematizing practices, enhanced teamwork aiming at a comprehensive health care. This modality of training for the area of Dentistry has proved important for the development of collaborative skills and competences of dentists and qualification of the Unified Health System (AU).

Emergency management of dental avulsion and replantation: knowledge of undergraduate health care students / Manejo emergencial da avulsão dentária e do reimplante: conhecimento dos estudantes degraduação na área de saúde

Dental replantationis a major problem in public health. Its prognosis depends on emergency care, butthere is a lack of knowledge on it. So, this study aims to evaluate the knowledge of undergraduate students of Dentistry, Speech Therapy, Physical Education, Pedagogy,and Technologist in Radiology. One hundred and fifty-onestudents answered tenquestions about emergency replantation care. Then, an educational lecture was performed. The same questions were asked again to the same students to reevaluate their answers. The statisticaltests were employed at a significant level of p<0.05. There wasa significant difference (p<0.05)inthe responsesbefore and after the lecture. The dental students had a higher knowledge ofthe subject (p<0.05). The educational presentation reached its objective, since there was an improvement in the index of all answers of the post-lecture questionnaire, demonstrating thatthe people must be informedand trainedin the emergency management of dental avulsion (AU).

O reimplante dentário é um grande problema de saúde pública. Seu prognóstico depende do atendimento de urgência, mas ainda falta conhecimento.Assim, este estudo tem como objetivo avaliar o conhecimento de graduandos de Odontologia, Fonoaudiologia, Educação Física, Pedagogia e Tecnólogo em Radiologia. Cento e cinquenta e umalunos responderam a 10 perguntas sobre cuidados de reimplante de emergência. Em seguida, foi realizada uma palestra educativa. As mesmas perguntas foram feitas novamente aos mesmos alunos para reavaliar suas respostas. Os testes estatísticos foram empregados em um nível de significância de p <0,05. Houve diferença significativa (p <0,05) nas respostas antes e depois da palestra. Os estudantes de odontologia apresentaram maior conhecimento sobre o assunto (p <0,05). A apresentação educativa atingiu seu objetivo, visto que houve uma melhora no índice de todas as respostas do questionário pós-aula, demonstrando que as pessoas devem ser informadas e treinadas no manejo emergencial da avulsão dentária (AU).

Impact of interprofessional service-learning on the effectiveness of knowledge transfer of antimicrobial resistance to Hong Kong elders: a quasi-experiment.

BACKGROUND: Community perception on antimicrobials plays a role in driving the development of antimicrobial resistance (AMR). The aim of the study was to evaluate the impact of interprofessional service-learning on the effectiveness of AMR knowledge transfer in Hong Kong elders aged 65 or above and students from university and secondary schools. METHODS: A quasi-experimental pretest-posttest controlled study was carried out from July 2018 to March 2019 for elderly subjects and a pre- and post-test were conducted in students from May to August 2018. Elderly subjects were recruited from the university-based community outreach program. The community outreach team consisted of both university and secondary school students. Students were provided with training of geriatric care and AMR before they reached out to the community. The one-to-one intervention with the aid of video and verbal explanation to educate the elderly about the definition, causes, and consequences of AMR, and preventive measures against AMR was provided. Questionnaires on knowledge of antibiotics and AMR were used as tools to reflect on the effectiveness for both students and elderly subjects. The questionnaire was completed twice, before and 1 week after the intervention. Chi-square test, t tests and regression analysis were used to analyze the data. RESULTS: A total of 93 Chinese elders, 61 of them in the intervention group and 32 in the control group participated in the study. The score obtained by the intervention group increased from 40.1 to 83.3% (p < 0.001) following intervention, while that of control group increased from 33.0 to 44.0% (p < 0.001). The increase attained in the intervention group was significantly greater than that of the control group (p < 0.001). A total of 95 secondary students and 88 university students have completed the pre-post questionnaires with 42.21% and 13% increment in AMR knowledge after the training (p < 0.001). CONCLUSION: The significant change in knowledge level showed effective AMR knowledge transfer to both elders and students. The study could be used as a reference when allocating resources to implement effective interprofessional service-learning for better community health education in elderly populations. TRIAL REGISTRATION: This study was approved by the Chinese University of Hong Kong Survey and Behavioural Research Ethics Committee in December 2018 (Ref no. SBRE-18-214).

Enseñanza y aprendizaje de los determinantes sociales en salud en la región de las Américas / Teaching and learning of social determinants in health in the region of the Americas

Introducción: La región de las Américas es considerada como la más desigual del mundo. Los recursos humanos en salud resultan fundamentales para superar estas diferencias mediante el abordaje de los Determinantes Sociales. Objetivo: Revisar los procesos de enseñanza y aprendizaje de los Determinantes Sociales en programas de ciencias de la salud en la región de las Américas. Métodos: Se realizó una revisión de la literatura mediante la búsqueda de documentos oficiales y artículos en las bases de datos Web of Science, Clinicalkey, PubMed, Science Direct y Lilacs. Se seleccionaron 68 documentos para su análisis. Resultados: La región de las Américas ha tenido un avance significativo en cuanto a la inclusión de las políticas públicas que actúan sobre los Determinantes y que ayudan a que los recursos humanos en salud se formen con enfoque de atención primaria. Sin embargo, es importante que las facultades de ciencias de la salud de la región profundicen en el conocimiento de estrategias pedagógicas y de investigación, y que faciliten la enseñanza y el aprendizaje de los Determinantes. A su vez, se observan avances en la inclusión de la Educación Interprofesional en la región. Conclusiones: Los programas de ciencias de la salud deben profundizar en la aplicación de estrategias pedagógicas y de investigación, que faciliten la enseñanza y el aprendizaje de los Determinantes, los cuales promueven la reflexión del papel de profesional en la disminución de las inequidades sociales y el mejoramiento en la salud de la población(AU)

Introduction: The region of the Americas is considered as the most unequal in the world. Human resources in health are essential for overcoming these differences, by means of addressing social determinants. Objective: To review the processes of teaching and learning about social determinants in health science programs in the region of the Americas. Methods: A literature review was carried out by searching for official documents and articles in the databases ofWeb of Science, Clinicalkey, PubMed, Science Direct and Lilacs databases. Sixty-eight documents were selected for the analysis. Results: The region of the Americas has made significant progress in terms of including public policies influencing on determinants and helping human resources in health to be trained under a primary care approach. However, it is important thathealth sciences schools in the region deepen their knowledge of pedagogical and research strategies, as well as they facilitate teaching and learning of the determinants. At the same time, progress has been observed regarding the inclusion of interprofessional education in the region. Conclusions: Health sciences programs should deepen the application of pedagogical and research strategies that facilitate teaching and learning of the determinants, which foster reflection about the role of professionals in reducing social inequalities and improving population health(AU)

Health Professional Redeployment and Cross-Training in Response to the COVID-19 Pandemic.

The onset of the COVID-19 pandemic in March 2020 required hospitals to respond quickly and effectively to ensure the availability of healthcare professionals to care for patients. The Ottawa Hospital in Ottawa, ON, used a five-step process to ensure organizational readiness for redeployment of regulated health professionals as and when necessary: (1) define current scopes of practice; (2) obtain discipline-specific input; (3) develop strategies based on literature review and government dictates; (4) identify potential duties; and (5) ensure support for staff. With hospital management support, this plan was readily implemented. Results are discussed in terms of operational outcomes (e.g., number and type of deployments) and staff experience. Outcomes were positive and led to recommendations for improved organizational readiness.

An interprofessional core elective module on the scholarly presentation of projects: implementation in an online format.

Background: In the bachelor degree program Interprofessional Health Care that combines professional training and study, students work part-time in their chosen professions after completing training. The increase in students' working hours due to COVID-19 and the switch to a digital teaching format raised the question as to how a successful and flexible educational concept can be created online in this context. A blended-learning strategy in combination with a competency model for interprofessional learning was chosen as theoretical reference point for implementation. Based on a module for academic poster presentation in front of an interprofessional plenum, the sequence of the learning process organization in the phases "kick-off", "self-directed learning" and "online seminar" is exemplified and discussed with regard to its suitability for digital interprofessional teaching. Implementation: During implementation it was important to clearly define the module's scope and sequence at the very beginning. The use of screencasts enabled students to individually pace their learning during the preparatory self-directed learning phase. Embedding assignments in the screencasts served to aid students in their learning. The synchronous exchange in interprofessional small groups was experienced as profitable for the own poster production. Several students perceive their own poster presentation in digital format as an increase in competence and a basis for future academic presentations. Summary: In summary, the entire interprofessional module was successfully implemented digitally in the phases "kick-off", "self-directed learning" and "online seminar". For synchronous learning, virtual small group workspaces seem particularly suitable for learner activation. The practical implementation of the acquired competencies in the form of the poster presentation is crucial for ensuring the learning success.

Towards Continuing Interprofessional Education: Interaction patterns of health professionals in a resource-limited setting.

There are challenges related to collaboration among health professionals in resource-limited settings. Continuing Interprofessional Education initiatives grounded on workplace dynamics, structure and the prevailing attitudes and biases of targeted health professionals may be a vehicle to develop collaboration among health professionals. Workplace dynamics are revealed as health professionals interact. We argue that insights into the interaction patterns of health professionals in the workplace could provide guidance for improving the design and value of CIPE initiative. The study was conducted through rapid ethnography and data were collected from non-participant observations. The data were transcribed and analysed through an inductive iterative process. Appropriate ethical principles were applied throughout the study. Three themes emerged namely "Formed professional identities influencing interprofessional interaction", "Diversity in communication networks and approaches" and "Professional practice and care in resource limited contexts". This study revealed poor interaction patterns among health professionals within the workplace. These poor interaction patterns were catalyzed by the pervasive professional hierarchy, the protracted health professional shortages, limited understanding of professional roles and the lack of a common language of communication among the health professionals. Several recommendations were made regarding the design and development of Continuing Interprofessional Education initiatives for resource-limited settings.

Use of a Structured Approach to Develop Best Practices in Interprofessional Education.

BACKGROUND: Providing interprofessional education (IPE) is mandated by accrediting agencies for health professions education; however, pedagogical, logistical, and financial challenges exist in implementing and sustaining high-quality IPE. After executing several IPE activities, an IPE team developed a structured approach for organizing, sustaining, and ensuring high-quality IPE. This article introduces the Design-Implement-Assess-Modify (DIAM) Model. A portfolio spreadsheet was developed and includes components from each of the DIAM phases. METHOD: The team documented characteristics from five IPE activities conducted annually for 5 years and tracked progress. RESULTS: The DIAM approach has allowed the team to develop a detailed and living portfolio to design, implement, assess, and modify several IPE activities across different professions. CONCLUSION: This approach has led to the intentional planning and development of multiple IPE activities that include the integration of standards of best practice and accreditation, while preparing practitioners for collaborative practice. [J Nurs Educ. 2021;60(6):309-316.].

Navigate the Challenges of Simulation for Assessment: A Faculty Development Workshop.

Introduction: Given barriers to learner assessment in the authentic clinical environment, simulated patient encounters are gaining attention as a valuable opportunity for competency assessment across the health professions. Simulation-based assessments offer advantages over traditional methods by providing realistic clinical scenarios through which a range of technical, analytical, and communication skills can be demonstrated. However, simulation for the purpose of assessment represents a paradigm shift with unique challenges, including preservation of a safe learning environment, standardization across learners, and application of valid assessment tools. Our goal was to create an interactive workshop to equip educators with the knowledge and skills needed to conduct assessments in a simulated environment. Methods: Participants engaged in a 90-minute workshop with large-group facilitated discussions and small-group activities for practical skill development. Facilitators guided attendees through a simulated grading exercise followed by in-depth analysis of three types of assessment tools. Participants designed a comprehensive simulation-based assessment encounter, including selection or creation of an assessment tool. Results: We have led two iterations of this workshop, including an in-person format at an international conference and a virtual format at our institution during the COVID-19 pandemic, with a total of 93 participants. Survey responses indicated strong overall ratings and impactfulness of the workshop. Discussion: Our workshop provides a practical, evidence-based framework to guide educators in the development of a simulation-based assessment program, including optimization of the environment, design of the simulated case, and utilization of meaningful, valid assessment tools.