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Authors

Ruth A. Hagestuen RN MA, National Parkinson Foundation, Miami, FLFollow
Elaine V. Cohen Ph.D. (Visiting Scholar), Silver School of Social Work at New York University, New York, NYFollow
Gladys González-Ramos PhD (posthumous), Silver School of Social Work at New York University, New York, NYFollow
Celia Bassich PhD, CCC-SLP, Department of Audiology, Speech-Language Pathology and Deaf Studies (Ret.), Towson University, Towson, MDFollow
Denise Beran CAPM, National Parkinson Foundation, Miami, FLFollow
Elaine Book MSW, RSW, Pacific Parkinson's Research Centre, University of British Columbia, Vancouver, BC, CanadaFollow
Kathy P. Bradley EdD, OTR/L, FAOTA, College of Health Sciences, Department of Occupational Therapy (emeritus), Augusta University, Augusta, GAFollow
Janice L. Briggs BS, MHA, CoxHealth Center for Health Improvement, Springfield, MOFollow
Julie H. Carter RN, MN, ANP, Parkinson Center of Oregon, Neurology-OP-32, Oregon Health & Science University, Portland, ORFollow
Hillel W. Cohen DrPH, MPH, Department of Epidemiology and Population Health, Albert Einstein College of Medicine, Bronx, NYFollow
Mariann Di Minno RN, MA, CNS, Parkinson's Disease Clinic and Research Center, University of California, San Francisco, CAFollow
Joan Gardner RN, BSN, Struthers Parkinson's Center, Minneapolis, MNFollow
Monique Giroux MD, Movement and Neuroperformance Center of Colorado, Englewood, COFollow
Sandra Holten MT-BC, NMT Fellow, Struthers Parkinson's Center, Minneapolis, MNFollow
Susan Imke RN, MS, Senior Health Solutions, Bedford, TXFollow
Ricky Joseph PhD, OTR/L, Department of Occupational Therapy, University of Texas Health Science Center, San Antonio, TXFollow
Denise D. Kornegay MSW, Statewide Area Health Education Center, Medical College of Georgia at Augusta University, Augusta, GAFollow
John C. Morgan MD, PhD, Movement and Memory Disorder Programs, Department of Neurology, Medical College of Georgia, Augusta, GAFollow
Patricia A. Simpson RN, MHSM, BSN, CLNC, Simpson & Associates, Temple, TXFollow
Concetta M. Tomaino DA, LCAT, MT-BC, Institute for Music and Neurologic Function, Mt. Vernon, NYFollow
Richard P. VandenDolder BA, OTR/L, Struthers Parkinson's Center, Minneapolis, MNFollow
Maria Walde-Douglas PT, Struthers Parkinson's Center, Minneapolis, MNFollow
Rosemary Wichmann PT, Struthers Parkinson's Center, Minneapolis, MNFollow

Abstract

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.

Competing Interests

All authors received reimbursement from the (sponsor name) including for either (program name) teaching fees, speaker and consultant honoraria, Center of Excellence (CoE) and/or research grants. (Sponsor name) supported independent research/program evaluation of the (program name) program, including independent statistical consultation. The research/program evaluation consultant (with statistical support) was solely responsible for the independent (program name) evaluation design, implementation, data analysis/interpretation and results/findings. However, 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.

Publication Date

10-3-2018

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