Evidence map›Paper›PMID 35813563›Full record

ArticleJournal of interprofessional education & practice2022

Interprofessional education faculty development survey: Perspectives on IPE and collaborative practice and COVID-19.

Amy M Yorke, Diane C Hoelscher, Caren M Stalburg, Tazin Daniels, Michelle Aebersold, Vani Patterson, Karen L Keune, Emily C Capellari, Elizabeth A Duffy, Meghan Thiel

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of interprofessional education & practice, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed.

  1. Article
  2. Article
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

10 authors.

Amy M YorkeUniversity of Michigan-Flint, Physical Therapy Department, 303 East Kearsley Street, 2157 William S. White, Flint, MI, 48502, USA.
Diane C HoelscherUniversity of Michigan School of Dentistry, Clinical Assistant Professor of Dentistry, Director of Innovation in Teaching and Learning,Department of Cariology, Restorative Sciences and Endodontics, 1011 North University Ave., Ann Arbor, MI, 48109, USA.
Caren M StalburgMedical School, University of Michigan, Associate Professor of Obstetrics and Gynecology and Learning Health Sciences, Director, Health Infrastructures & Learning Systems Online Master of Science Degree, 224 Victor Vaughan Building, 1111 E. Catherine Street, Ann Arbor, MI, 48109, USA.
Tazin DanielsCenter for Research on Learning and Teaching, Assistant Director, 1071 Palmer Commons, 100 Washtenaw Avenue, Ann Arbor, MI, 48109, USA.
Michelle AebersoldSchool of Nursing, University of Michigan, Clinical Professor School of Nursing, 426 North Ingalls, Room 4112, Ann Arbor, MI, 48109-5482, USA.
Vani PattersonCenter for Interprofesssional Education, University of Michigan, 428 Church Street, Rm 2567, Ann Arbor, MI, 48109, USA.
Karen L KeuneLourdes University, Toledo, OH, USA.
Emily C CapellariTaubman Health Sciences Library, University of Michigan, Informationist 1135 Catherine St. Ann Arbor, MI, 48109, USA.
Elizabeth A DuffySchool of Nursing, University of Michigan, 426 North Ingalls, Room 4134, Ann Arbor, MI, 48109, USA.
Meghan ThielDepartment of Social Work, Michigan Medicine, Clinical Social Worker, Adult Palliative Care Consult Service, Social Work Education Lead, Michigan Medicine Social Work Internship Program, 1500 E. Medical Center Drive, SPC 5233, Ann Arbor, MI, 48109-5233, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The cancellation of in-person classes in March 2020 due to COVID-19 caused a sudden shift in the educational experiences of health profession students enrolled at the University of Michigan (U-M). With the move to remote learning, educators engaging in interprofessional education (IPE) were faced with the challenge of preparing students for interprofessional collaboration from a distance. A survey was designed to investigate the impact of the pandemic on IPE practices and discover educator development needs. Faculty and staff from 10 health sciences schools within the U-M and Michigan Medicine were invited to complete a survey investigating their use of IPE competencies prior to, during, and after the pandemic; their development needs; and their ideas for future implementation of IPE and collaborative practice. Fifty-six percent of respondents reported their ability to teach IPE competencies was impacted by changes related to COVID. There was a significant (p ≤ 0.001) difference between self-report of incorporating IPE competencies prior to and during pandemic and during and into the future across all five competencies. Technology was reported as a challenge when teaching IPE, and a need for future faculty development. Leveraging virtual and case-based learning and increasing collaboration between schools were identified as ideas for future implementation.

Indexed as

COVID-19Faculty developmentInterprofessional educationInterprofessional education competenciesSurvey

Identifiers

PMID35813563
PMCPMC9250902

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.