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Interprofessional Practice Education for Health Professional Students (HRSAIPE)

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details.
 
ClinicalTrials.gov Identifier: NCT03913169
Recruitment Status : Enrolling by invitation
First Posted : April 12, 2019
Last Update Posted : April 12, 2019
Sponsor:
Collaborator:
Health Resources and Services Administration (HRSA)
Information provided by (Responsible Party):
Keith Monosky, Pacific Northwest University of Health Sciences

Brief Summary:
The interprofessional practice & education curriculum for the students to be employed in this study will include five modalities in a scaffolded structure progressing from low- to high-fidelity experiences over a two-year period: (1) classroom didactic sessions; (2) simulation laboratory sessions; (3) standardized patient sessions; (4) community-based clinical case conferences; and, (5) community-based interprofessional rotations. Clinicians will experience many of the same learning experiences as the students, but will differ in the level of education and its focus. Clinicians and faculty will be taught the concepts of interprofessional practice & education, the same as the students, but they will also be taught how to educate students using interprofessional practice & education.

Condition or disease Intervention/treatment Phase
Interprofessional Relations Other: Educational Implementation of Interprofessional Curriculum Not Applicable

Detailed Description:

The purpose of this prospective cohort study, which will utilize anonymous data, is to describe the impact of the interprofessional practice & education project in four categories:

  1. Change in student knowledge, skill, and attitudes regarding interprofessional practice & education.
  2. Student selection and entrance into primary care in rural settings and/or with underserved populations.
  3. Patient and family members' perceptions of interprofessional practice & education encounters.
  4. Clinicians' experiences with interprofessional practice & education and perceptions of it.

Research Questions:

  1. How do students' knowledge, skill, and attitudes change regarding interprofessional practice & education as measured by pre/post electronic surveys?
  2. What is the difference in the rate of entrance of graduates into primary care disciplines, settings that serve rural patients, and settings that serve underserved patients?
  3. What are patients' and their families' perceptions of interprofessional practice & education encounters as measured by anonymous paper surveys.
  4. What prior experiences and education do clinicians have with interprofessional practice & education?
  5. How do clinicians' knowledge, skill, and attitudes change regarding interprofessional practice & education as measured by pre/post electronic surveys?

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Study Type : Interventional  (Clinical Trial)
Estimated Enrollment : 500 participants
Intervention Model: Single Group Assignment
Intervention Model Description: The intervention utilized in this project will involve a 2-year curriculum. The year one/pre-clinical curriculum will be presented to pre-clinical DO and PA students. The year two/clinical curriculum will be presented to third year Doctor of Osteopathic Medicine (DO) students and second year Physician Assistant (PA) students once clinic sites are identified.
Masking: None (Open Label)
Primary Purpose: Health Services Research
Official Title: Interprofessional Practice Education for Health Professional Students in Rural Communities
Actual Study Start Date : August 19, 2015
Estimated Primary Completion Date : September 30, 2020
Estimated Study Completion Date : September 30, 2020

Arm Intervention/treatment
Students in Interprofessional Education Curriculum
The interprofessional intervention for the students to be employed in this study will include five modalities in a scaffolded structure progressing from low- to high-fidelity experiences over a two-year period: (1) classroom didactic sessions; (2) simulation laboratory sessions; (3) standardized patient sessions; (4) community-based clinical case conferences; and, (5) community-based interprofessional rotations.
Other: Educational Implementation of Interprofessional Curriculum
The intervention utilized in this project will involve a 2-year curriculum. The year one/pre-clinical curriculum will be presented to pre-clinical doctor of osteopathic medical students (DO) and physician assistant students (PA) students. The year two/clinical curriculum will be presented to third year DO students and second year PA students once clinic sites are identified.

Patients Experience with Interprofessional Care
For patients and their families, those who receive care from an Interprofessional team will receive the usual health care they normally receive at the participating clinics. In many cases patients already receive this care, but are unaware of it. Most of what occurs in Interprofessional practice happens outside of the patient encounter. For patients the process is generally invisible, but its affects are felt in terms of better communications with the patient. In this study, patients will be informed as usual about the presence of students as learners and will have the opportunity to decline student involvement in their care. The only difference for the patients and their families will be a request to fill out a survey form on paper indicating their perception of the experience in terms of quality of care and its potential impact on their access to care.
Other: Educational Implementation of Interprofessional Curriculum
The intervention utilized in this project will involve a 2-year curriculum. The year one/pre-clinical curriculum will be presented to pre-clinical doctor of osteopathic medical students (DO) and physician assistant students (PA) students. The year two/clinical curriculum will be presented to third year DO students and second year PA students once clinic sites are identified.

Clinician (Preceptor) Interprofessional Education Curriculum
Clinicians will experience many of the same learning experiences as the students, but will differ in the level of education and its focus. Clinicians and faculty will be taught the concepts of Interprofessional education, the same as the students, but they will also be taught how to educate students using Interprofessional practices.
Other: Educational Implementation of Interprofessional Curriculum
The intervention utilized in this project will involve a 2-year curriculum. The year one/pre-clinical curriculum will be presented to pre-clinical doctor of osteopathic medical students (DO) and physician assistant students (PA) students. The year two/clinical curriculum will be presented to third year DO students and second year PA students once clinic sites are identified.

Faculty in Interprofessional Education Curriculum
Doctor of Osteopathic Medicine and Physician Assistant Faculty will be taught the concepts of Interprofessional education, the same as the students, but they will also be taught how to educate students using Interprofessional practices.
Other: Educational Implementation of Interprofessional Curriculum
The intervention utilized in this project will involve a 2-year curriculum. The year one/pre-clinical curriculum will be presented to pre-clinical doctor of osteopathic medical students (DO) and physician assistant students (PA) students. The year two/clinical curriculum will be presented to third year DO students and second year PA students once clinic sites are identified.




Primary Outcome Measures :
  1. Changes in Knowledge of Interprofessional Care and Practice Scores [ Time Frame: Baseline and approximately 12-months from baseline ]
    Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).

  2. Changes in Knowledge of Interprofessional Care and Practice Scores [ Time Frame: Approximately 12-months to 24-months from baseline ]
    Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).

  3. Changes in Knowledge of Interprofessional Care and Practice Scores [ Time Frame: Episodic from Baseline to 24-months from baseline ]
    Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).

  4. Changes in Interprofessional Learning Readiness Scale Scores [ Time Frame: Baseline and approximately 12-months from baseline ]
    Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.

  5. Changes in Interprofessional Learning Readiness Scale Scores [ Time Frame: Approximately 12-months to 24-months from baseline ]
    Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.

  6. Changes in Interprofessional Learning Readiness Scale Scores [ Time Frame: Episodic from Baseline to 24-months from baseline ]
    Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.

  7. Changes in Team Performance Observation Tool Ratings [ Time Frame: Baseline and approximately 12-months from baseline ]
    Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.

  8. Changes in Team Performance Observation Tool Ratings [ Time Frame: Approximately 12-months to 24-months from baseline ]
    Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.

  9. Changes in Team Performance Observation Tool Ratings [ Time Frame: Episodic during Baseline to Throughout 24-months ]
    Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.

  10. Total Scores of Patient Perceived Quality of Care [ Time Frame: Episodic from Baseline to 24-months from baseline ]
    The Patient Perceived Quality of Care satisfaction of the care the patient received with the collaborative and communicative aspects of care teams. The satisfaction is determined by this 7-item rating system of Yes- 3; Partly -2; No - 1; and Does not Apply - 0. Where total ratings of "0" indicate low perceived quality of care and "21" indicate high perceived quality of care.

  11. Changes in Perception of Interprofessional Collaboration Model Questionnaire. [ Time Frame: Baseline and approximately 12-months from baseline ]
    The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).

  12. Changes in Perception of Interprofessional Collaboration Model Questionnaire. [ Time Frame: Approximately 12-months to 24-months from baseline ]
    The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).

  13. Changes in Perception of Interprofessional Collaboration Model Questionnaire. [ Time Frame: Episodic from Baseline to 24-months from baseline ]
    The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).



Information from the National Library of Medicine

Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the contacts provided below. For general information, Learn About Clinical Studies.


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Ages Eligible for Study:   Child, Adult, Older Adult
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes
Criteria

Inclusion Criteria:

Students:

  • Doctor of osteopathic medical students at Pacific Northwest University of Health Sciences
  • Physician Assistant students at Heritage University
  • Participants must also be over the legal age of consent

Clinicians (Preceptors):

  • Affiliated Preceptors of Doctor of osteopathic medical students at Pacific Northwest University of Health Sciences
  • Affiliated Preceptors of Physician Assistant students at Heritage University
  • Participants must also be over the legal age of consent
  • Interested in participating in this study by choosing whether they will complete the surveys.
  • The five sites where this project will occur are already engaged in clinical case conferences and clinical rotations.

Patients:

  • Patients included in this study must have a minimum of two conditions/diagnoses identified, such as diabetes, hypertension and coronary artery disease.
  • These conditions could also include mental diagnoses, socioeconomic group, or other social determinants of health.
  • Participants must also be over the legal age of consent.

Faculty:

  • Faculty of the Doctor of osteopathic medical students at Pacific Northwest University of Health Sciences teaching specific concepts of Interprofessional Practice
  • Faculty of the Physician Assistant students at Heritage University teaching specific concepts of Interprofessional Practice
  • Participants must also be over the legal age of consent

Exclusion Criteria:

  • Not enrolled as a student at Pacific Northwest University of Health Sciences Doctor of Osteopathic Medicine or Heritage University Physician Assistant Program
  • Not an affiliated and approved clinical site of Pacific Northwest University of Health Sciences Doctor of Osteopathic Medicine or Heritage University Physician Assistant Program
  • Patients unable to read or understand English at a 6th grade level

Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT03913169


Locations
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United States, Washington
Heritage University
Toppenish, Washington, United States, 98948
Pacific northwest university of health sciences
Yakima, Washington, United States, 98901
Sponsors and Collaborators
Pacific Northwest University of Health Sciences
Health Resources and Services Administration (HRSA)
Investigators
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Principal Investigator: Keith Monosky, PhD Pacific Northwest University of Health Sciences

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Responsible Party: Keith Monosky, Executive Director of Interprofessional Education, Pacific Northwest University of Health Sciences
ClinicalTrials.gov Identifier: NCT03913169     History of Changes
Other Study ID Numbers: 2015-E-04
First Posted: April 12, 2019    Key Record Dates
Last Update Posted: April 12, 2019
Last Verified: April 2019
Individual Participant Data (IPD) Sharing Statement:
Plan to Share IPD: No

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Studies a U.S. FDA-regulated Drug Product: No
Studies a U.S. FDA-regulated Device Product: No
Keywords provided by Keith Monosky, Pacific Northwest University of Health Sciences:
Interprofessional Education
Medical Education
Interprofessional Practice
Doctor of Osteopathic Medicine
Physician Assistant