IPR.Global Scholar Spotlight - Tamzin J. Batteson BSc, Rosalind Franklin University of Medicine and Science (USA)

Hello, my name is Tamzin Batteson and I have lived in 6 different countries throughout my life (United Kingdom, New Zealand, Australia, France, Ireland and now the United States). These life experiences have made me the person that I am, which is inquisitive, sometimes bold, and fearless, thoughtful and open minded. I am also a working artist, and I use all of these perspectives in my research. I became interested in the impact that social determinants of health and disparities have on a person’s life and life outcomes as a research assistant at the National Health Service in St. Anne’s Hospital in London. The project assessed the barriers that heavy end dual diagnosis drug users and sex workers experience in trying to get housed. This led to a long term interest in health and social disparities and how to overcome such barriers in vulnerable populations. 

I realized that many barriers existed because of the way the problems were systematically approached by government and societal structures. In order to understand how people approach and solve problems, I became interested in metacognition - how people think. 

Metacognition is the skill and process to be aware of one’s own thinking and connect the dots to concepts and patterns. This is especially helpful when training students as students learn how to learn effectively and can take their metacognitive skills to a higher level in whatever profession they choose. 

I joined the Department of Education at the University of Limerick (Ireland) as a post-doctoral fellow to assess metacognitive processes, learning styles and the ‘big five’ personality traits of extraversion, agreeableness, openness, conscientiousness, and neuroticism. Specifically, I was interested in learning how to teach teachers how to teach more effectively and developed and taught a course on “How Students Learn” to student teachers. 

Personal circumstances led me to jump over the Big Pond and I joined RFUMS and Baldwin Interprofessional Institute in 2013 as I recognized that IPE is a new, metacognitive, way of thinking about healthcare and social disparities. The study of metacognition is very theory driven. Yet IPE did not yet have a theoretical basis or understanding. It was a big missing piece. By combining IPE and metacognitive theory, I developed a research program to conduct robust and validated research in IPE, with a grounded, testable theory. By framing the problems of patient care and social disparities using metacognitive theory to underpin IPE, I hope to bring information and understanding of new perspectives to the field. 

My current research focuses on implementing metacognitive theory into aspects of interprofessional healthcare education through simulation and diagnostic reasoning and error.  I approach the journey of an individual to being part of a team by using metacognition to assess communication and how communication works within the structure of an IP team.

Learn more about the DeWitt C. Baldwin Institute for Interprofessional Education at Rosalind Franklin University of Medicine and Science: https://www.rosalindfranklin.edu/academics/interprofessional-institute/

Contact information:  tamzin.batteson@rosalindfranklin.edu

References:

• Krishnan, G., Chu J., Guo, J., Sandu, S., Yohay, S., Zhang, J., Mihajlovic, A., Batteson, T., & Loduca, A. (2023) Beyond Cultural Humility - South Asian Cultural Specificity Training Garners Reform in Medical Curricula: A Workshop for Medical Students of Free Community Clinics. World Social Psychiatry.
• Collins, K., Garber, S., Batteson, TJ., Salih, R. (2023 Interprofessional Healthcare Themes derived through Critical Discourse Analysis. Journal of Educational Studies and Multidisciplinary Approaches
• Batteson, T. J., Chirica, M. G., Fox, K. S., Froehlich, J., Garber, S. S.,  … Thuente, L. (2023). Utilizing video simulation in interprofessional education to teach IPEC competencies and social determinants of health: A universal IPE teaching tool, Journal of Interprofessional Education & Practice, Volume 31
• Bunting, S. R., Calabrese, S. K., Spigner, S. T., Goetz, T. G., Morrison, S. D., Zucker, S. M., ... & Batteson, T. J. (2022). Evaluating Medical Students' Views of the Complexity of Sexual Minority Patients and Implications for Care. LGBT health. 
• Chirica, M. G., & Batteson, T. J. (2022). Metacognition, Macro cognition and Moral Reasoning in Collaborative Team Decision-Making: Implications for Healthcare Education. Journal of Educational Studies and Multidisciplinary Approaches, 2(1).
• Bunting, S. R., Chirica, M. G., Ritchie, T. D., Garber, S. S., & Batteson, T. J. (2021). A National Study of Medical Students' Attitudes Toward Sexual and Gender Minority Populations: Evaluating the Effects of Demographics and Training. LGBT health, 8(1), 79-87.
• Bunting SR, Garber SS, Goldstein RH, et al. (2021). Health Profession Students' Awareness, Knowledge, and Confidence Regarding Preexposure Prophylaxis: Results of a National, Multidisciplinary Survey. Sexually Transmitted Diseases. Jan;48(1):25-31.
• Bunting, S. R., Calabrese, S. K., Garber, S. S., Ritchie, T. D., & Batteson, T. J. (2021). Where Do Health Professions Students Learn About Pre-exposure Prophylaxis (PrEP) for HIV Prevention?. Medical Science Educator, 1-5.
• Olivier, M. M., Polachek, C. A., Park, C., Batteson, T., & LoDuca, A. L. (2020). Ocular risk factors for eye disease and associated sociodemographic factors in underserved communities within greater Chicagoland. Investigative Ophthalmology & Visual Science, 61(7), 1579-1579.
• Bunting, S. R., Garber, S. S., Goldstein, R. H., Ritchie, T. D., Batteson, T. J., & Keyes, T. J. (2020). Student Education About Pre-exposure Prophylaxis (PrEP) Varies Between Regions of the United States. Journal of general internal medicine, 1-9.
• Bunting, S.R., Saqueton, R. & Batteson, T.J. (2019). A Guide for designing student-led, interprofessional community education initiatives about HIV risk and pre-exposure prophylaxis. MedEdPORTAL
• Fewster-Thuente L, Batteson T. (2018). Teaching Collaboration Competencies to healthcare provider students through simulation. J of Allied Health. 47(1): 3-8. 
• Fewster-Thuente L, Batteson T. (2018). Kolb’s Experiential Learning Theory as an underpinning for interprofessional education. J of Allied Health. 47(1): 3-8. 
• Batteson T, Garber S. (2018). Assessing constructs underlying Interprofessional Competencies through the design of a new measure of Interprofessional Education. J of Interprofessional Education and Practice. 
• Comerford, J., Batteson, T., & Tormey, R. (2015). Academic buoyancy in second level schools: Insights From Ireland. Procedia-Social and Behavioral Sciences, 197, 98-103.
• Batteson, T., Tormey, R., Ritchie, T, D. (2013) Strategic approaches to learning, metacognition and personality in higher education learners; an exploratory and confirmatory factor analysis of three instruments. Procedia - Social and Behavioral Sciences, 116, 2561-2567.
• Rothi, D., Batteson, T. Leavey, G. (2005) Drug user consultation: Assessing housing and social care needs. Report Commissioned by the 'Drug and Alcohol Action Team' Haringey

IPR Global Pearls: Interprofessional collaboration: A public policy healthcare transformation call for action - National Academies of Practice

Interprofessional collaboration: A public policy healthcare transformation call for action

Irma Ruebling, Terry Eggenberger, Jody Shapiro Frost, Ellayne Ganzfried, Annette Greer, Hossein Khalili, Jessica Ochs, Julie Ronnebaum, Susan M. Stein (National Academies of Practice)

Journal of Interprofessional Education and Practice (2023)

The United States faces a health system crisis from evolving and lingering social, economic, and political issues complicated by a global pandemic. However, it is the same crisis that presents opportunities for transformation as the nation evaluates how best to address the vulnerabilities, inequities, and inefficiencies of fragmented healthcare exposed during a period of extreme systemic strain on the healthcare system. The National Academies of Practice (NAP) is well positioned as the oldest interprofessional health sciences organization, to lead advocacy efforts in a comprehensive approach for inclusive care that is modeled on interprofessional collaborative practice. NAP recognizes that the scope of healthcare extends traditional hospital boundaries into communities and homes. Further, NAP advocates for intentional interprofessional education of pre-licensure and post-licensure health professionals as a requirement to foster a paradigm shift in healthcare where the patient and family are central and active members of decision making. The purpose of this paper is to provide an explanation of the ongoing strategic goals, initiatives, and core tenets of NAP that are focused on Interprofessional Collaborative Practice (IPCP), Interprofessional Education (IPE), and now Interprofessional Education for Collaborative Practice (IPECP). Further, NAP examines current healthcare system issues in a defining manner and offers viable action plans for NAP and others to support a paradigm shift in the framework for health system transformation.

LINK: https://www.sciencedirect.com/science/article/abs/pii/S2405452623000770

CITATION: Ruebling, I., Eggenberger, T., Frost, J. S., Ganzfried, E., Greer, A., Khalili, H., Ochs, J., Ronnebaum, J., & Stein, S. M. (2023). Interprofessional collaboration: A public policy healthcare transformation call for action. Journal of interprofessional education & practice, 33, 100675. https://doi.org/https://doi.org/10.1016/j.xjep.2023.100675  

IPR.Global Scholar Spotlight - Dr. Shelley Cohen Konrad, University of New England (USA)

Hello from the beautiful state of Maine. My name is Dr. Shelley Cohen Konrad and I’m the founding Director of the Center to Advance Interprofessional Education and Practice at the University of New England (UNE). The Center is the IPE hub for UNE providing interprofessional programming across its campuses in Biddeford and Portland Maine. UNE also has a satellite campus in Tangier Morocco. 

I’m a clinical social worker by training having come to academia and the world of research and scholarship as a second, midlife career. As a social worker my primary focus was on children and families (1) and as such, I worked closely with workers from many disciplines including medicine, education, rehabilitation, mental health, and juvenile corrections. In 1997 I co-founded a non-profit, Kids First, whose mission was and continues to be to help children and families during parental separation and divorce. My very first peer reviewed article, Interdisciplinary Collaboration Between Mental Health Practitioners and Lawyers with Divorcing Families: Building Pathways for Communication and Practice was published in 2001 in the Journal of Divorce and Remarriage. It was a prescient forecast of my later career focused on interprofessional research and scholarship.

Days after completing my doctorate at Simmons College in Boston I was approached by the University of New England to teach in their Master of Social Work program. At first reluctant to leave pediatric social work practice, I thought the opportunity to teach amongst multiple health professions was an enticing way to spend what I was then calling my ‘retirement’ job. Once situated at UNE I quickly discovered that rather than learning together, health professions programs were not only siloed, but didn’t seem to particularly like or respect one another. I learned that UNE had made past efforts to develop an interprofessional culture, but it had failed mostly because the initiative was top down rather than generated by faculty and student priorities. In 2006 along with a small cohort of colleagues, I began hosting lunches and developing co-designed interprofessional activities with colleagues similarly interested in disrupting the silo culture. In 2010 UNE’s Interprofessional Education Collaborative was launched. The Collaborative grew exponentially as faculty, students, community partners, and professional staff realized the utility of bringing students together to learn health professions skills and knowledge. 

My original areas of research interest stemmed from my doctoral work with parents of children who acquired life affecting illnesses and disabilities. My work expanded to better understanding tenets of relational learning and practice, which naturally intersected with interprofessional education. I also became intrigued by the association between the arts and health professions pedagogy (2) being an avid art collector myself. 

Currently I’m passionate about collaborative and cross-institutional research and scholarship projects, which is what drew me to IPR.Global. It’s been a pleasure being part of a group whose common interests so, align. Its also so much fun networking and making connections with colleagues from all over the world. Apart from my dorkish, academic side, I enjoy baking, reading mystery novels, hiking, and spending time on the beautiful coast of Maine with my family, friends, and constant companion, Hank, a Boston Terrier.

To learn more about the UNE Center to Advance Interprofessional Education and Practice: www.une.edu/caiep

Contact Dr. Cohen Konrad at: scohenkonrad@une.edu

REFERENCES

1. Cohen Konrad, S. (2019) Child and Family Practice: A Relational Perspective, Second Edition.  New York: Oxford University Press.
2. Cohen Konrad, S. & Sela-Amit, M. (Eds.) Social Work and the Arts: Expanding Horizons. (January 2024).

New IPR Global Publication on the Impact of COVID-19 Pandemic on IPECP Around the Globe

The Interprofessional Research Global (IPR Global) COVID Impact Survey Group is pleased to share that an article reporting the results of  Phase 1 of the survey, The perceived impact of the COVID-19 pandemic on interprofessional education and collaborative practice: preliminary results from phase I of a global survey, was published online by the Journal of Interprofessional Care authored by Andreas Xyrichis, Hossein Khalili, Dean Lising, Mukadder İ̇nci Baser Kolcu, Ghaidaa Najjar and Sylvia Langlois.

The COVID-19 pandemic has had a sizable effect on interprofessional education and collaborative practice (IPECP) globally, yet much of the available literature on the topic remains anecdotal and locally bounded. This body of literature reflects celebratory and aspirational reports, with many case studies of successful response and perseverance under conditions of extreme pressure. There is, however, a more worrisome narrative emerging that pointed to differences in pandemic response with concerns raised about the sustainability of IPECP during and after the pandemic. The COVID-19 task force of Interprofessional Research Global (IPR Global) set out to capture the successes and challenges of the interprofessional community over the pandemic through a longitudinal survey, with a view to inform global attempts at recovery and resilience. 

In this article, we report preliminary findings from Phase 1 of the survey. Phase 1 of the survey was sent to institutions/organizations in IPR Global (representing over 50 countries from Europe, North and South America, Australia, and Africa). The country-level response rate was over 50%. Key opportunities and challenges include the abrupt digitalization of collaborative learning and practice; de-prioritization of interprofessional education (IPE); and rise in interprofessional collaborative spirit. Implications for IPECP pedagogy, research, and policy post-pandemic are considered. 

To read the full paper, please visit https://www.tandfonline.com/doi/full/10.1080/13561820.2023.2220739  

IPR Global Establishes New Strategic Alliances with National Academies of Practice and Canadian Interprofessional Health Collaborative

Interprofessional Research Global (IPRG)'s Partnership Development Working Group engaged in a systematic process using a defined rubric to evaluate potential relationships with other interprofessional organizations globally. Organizations were explored based on information available through their websites to determine potential alignment and the feasibility of pursuing a potential working relationship. The Canadian Interprofessional Health Collaborative (CIHC) and the National Academies of Practice (NAP) were two of the organizations that were identified which appeared to have strong alignment with the mission, vision, and interprofessional values of IPRG. 

In December 2022, IPRG approached NAP and CIHC to explore the possibility of engaging in a collaborative relationship on issues of mutual interest. In January 2023, leadership from NAP and leadership from CIHC each virtually met with the leadership of IPRG (President and members of the Partnership Development Working Group) to learn more about each other’s organization and to explore if, and specifically where, there might be areas of mutual synergy, interest, and strategic benefit between both organizations. 

Following these two meetings, the IPRG Partnership Development Working Group drafted a Memorandum of Understanding (MOU) regarding the specific initiatives and information sharing that the leadership of both organizations had identified as potential areas for collaboration during the virtual conference call. A draft MOU was also shared with the leadership of IPRG to assess the feasibility of engaging in the specific initiatives and information sharing proposed for inclusion in the MOU. Following several iterations and revisions, the MOU between NAP and IPRG and CIHC and IPRG were finalized in May and signed by the leaders of each organization. 

NAP and CIHC will discuss next steps with IPRG toward operationalizing the partnership agreements. Specifically, they will consider how best to proceed with defined areas of mutual interest in the MOU - including priorities, timelines, communications and outreach, and overall coordination. We are excited about these two new strategic alliances with IPRG and look forward to initiatives of mutual benefit that can advance all of these organizations in the future!

For more information on Canadian Interprofessional Health Collaborative go to: https://www.cihc-cpis.com/

For more information about the National Academies of Practice go to: https://www.napractice.org/

For more information about Interprofessional Research Global go to: https://interprofessionalresearch.global/

IPR.Global Partnership Development Working Group - Guide for Publishing in Journals with Interprofessional Focus

 

The Interprofessional Research.Global Partnership Development Working Group surveyed several journals with an interprofessional focus by posing specific questions that responses were sought to help to further clarify these journals' scope along with data such as time for review and publication. Additional information was drawn from the journal websites. 

A guide has been developed based on this information to enable members to better understand best fit for manuscript submissions on a specific topic and type of publication. This is not an all-inclusive list and for the most current information for authors, please access the respective websites or contact the journals directly.

Click on this link to access PDF copy of the guide.

IPR.Global PEARLS: Interprofessional Education and Collaborative Practice (IPECP) in Post-COVID Healthcare Education and Practice Transformation Era

The COVID-19 Pandemic produced significant disruptions in all aspects of life across the world. Globally, no region avoided the impact that this crisis created. It particularly stressed healthcare delivery systems with regard to resources and personnel, requiring collaboration, creativity, and resilience of health professionals, institutions, and policy makers. Educational institutions felt a similar impact where, in March 2020, many universities and colleges were forced into a new pedagogical paradigm of remote learning with online and hybrid delivery methods.

These conditions reinforced the need for interprofessional collaboration in educational and healthcare and many of the lessons learned from innovations that were developed in response to the pandemic have produced a lasting impact on persons and institutions. Our purpose is to explore and discuss the impact and application of healthcare education and practice transformation on interprofessional education and collaborative practice (IPECP) during the post-COVID era (from a global perspective) with the goal to identify best practices to integrate and sustain IPECP.

This report provides information in two sections:

IPECP and Healthcare Education and Practice at a Cross Point: The future of healthcare relies on our successful and systematic evolution out of the pandemic. The COVID-19 pandemic has placed healthcare at a crossroads of either viewing it as a temporary situation that requires short-term solutions, or as a major disruption that presents opportunities for innovation for sustainable development and transformation.

From Momentum to a Movement: Ways to Integrate and Sustain IPECP in Healthcare Education and Practice: As the landscape of higher education and healthcare is continuing to evolve to meet the growing needs and expectations of students, patients, and communities, it is time for the IPECP leaders to reflect on the changing societal trends, demographics, diversity, and technologies in becoming more adaptable for the future. The healthcare digital transformation and technologies are here to stay and grow, and the sustainability and growth of virtual learning and practice in IPECP will be reliant on how we best utilize them to meet the IPECP agenda and goal of achieving Quintuple Aim.

The Report is accessible here: https://interprofessionalresearch.global/wp-content/uploads/2022/10/IPECP-in-Post-COVID-Healthcare-Education-and-Practice-Transformation-Era-Joint-Discussion-Paper.pdf