OBJECTIVE This paper describes development, evolution and learner reactions in a model interprofessional education program for medical, nursing, physician assistant, occupational therapy, physical therapy, music therapy, social work and speech-language pathology practitioners. Sponsored by the National Parkinson Foundation (NPF) (currently Parkinson’s Foundation), Allied Team Training for Parkinson (ATTP) is a U.S.-based multi-day interprofessional education program in best practices for integrated, interprofessional team-based Parkinson’s disease (PD) care. NPF sponsored 26 ATTP trainings from 2003 to 2013. METHODS This mixed methods evaluation uses case study document review and observation to outline ATTP curriculum development, evolution, and implementation challenges. Learner-perceived effectiveness ratings, knowledge change, pre-post ratings on the Team Skills Scale, confidence in working with people with PD and caregivers, and trainee-reported practice changes at 6-month follow-up were collected. RESULTS Qualitative results identified multiple factors in building an effective interprofessional education program, including interprofessional team practice opportunities through case-based learning, engaging care networks and continuous feedback loops for program improvement. Quantitative results showed that trainees across professions, geographic regions and work settings rated the overall program and curriculum effectiveness, amount of new knowledge and knowledge change very highly. ATTP resulted in significant post-training improvement in team skills, confidence in working with PD, and post-training self-reported practice changes. CONCLUSION Findings suggest that ATTP is an effective interprofessional education program that could be replicated or adapted to other settings and neurodegenerative or chronic illnesses. The model of combining interprofessional team training with disease-specific curriculum content appears to be an effective “next practice” in continuing professional development.
All authors received reimbursement from the NPF including for either ATTP teaching fees, speaker and consultant honoraria, Center of Excellence (CoE) and/or research grants. NPF supported independent research/program evaluation of the ATTP program, including independent statistical consultation. While the research/program evaluation consultant (with statistical support) was responsible for the independent ATTP evaluation design and implementation, data analysis/interpretation and results/findings, all co-authors were actively and regularly involved in providing feedback and input about evaluation design, measures, data interpretation and results/ findings leading to jointly planned program improvements. All potential conflicts of interest have been reported to Pacific University publishers.
Di Minno, M,
Development and Evolution of a Model Interprofessional Education Program in Parkinson’s disease: A Ten-year Experience.
Health, Interprofessional Practice & Education
Available at: https://doi.org/10.7710/2159-1253.1151
© 2018 Hagestuen et al.