Dr. Michael Sy receives John H.V. Gilbert IPR.Global Research Award

InterprofessionalResearch.Global (IPR.Global) proudly announces the recipient of the 2022-2023 John H.V. Gilbert IPR.Global Research Award: Dr. Michael Palapal Sy, PhD, MHPEd, OTRP. Dr. Sy’s exceptional doctoral dissertation exemplifies the very spirit of interprofessional collaboration, boldly pushing the boundaries of interprofessional knowledge and practice.

“John H.V. Gilbert IPR.Global Award recognizes an outstanding interprofessional doctoral dissertation, published in the past three years, that has resulted in a learning paradigm which brings interprofessional education and learning to interprofessional collaborative practice in a practice setting where practitioners, students and patients have been engaged in developing measurable interprofessional high quality care.”

Dr. Sy’s outstanding research has yielded numerous publications and impactful presentations, demonstrating immense potential in bridging the gap between interprofessional education and collaborative practice. His work contributes to measurable, high-quality care—a beacon for the entire healthcare community. 

Please watch Dr. Sy’s Presentation at: https://interprofessionalresearch.global/2022-23-ipr-global-award/.

We celebrated Dr. Sy’s achievements at the 11th International Conference on Interprofessional Education and Collaborative Practice (ATBH XI) in Doha, Qatar, where he received the prestigious John H.V. Gilbert IPR.Global Research Award. Join us in congratulating Dr. Michael Sy for his remarkable contributions to the field. His dissertation and dedication to IPECP inspire us all to strive for excellence.

The 2024-2025 IPR.Global Best Research & Leadership Award Online Application will open in February 2024!

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For more information about InterprofessionalResearch.Global and the IPR.Global Awards, please visit our website at www.interprofessionalresearch.global.

Thank you for your continued dedication to advancing interprofessional collaboration and excellence in research and leadership.

Perceptions of Interprofessional Identity Formation in Recent Doctor of Physical Therapy Graduates: A Phenomenological Study

Laura Plummer, PT, DPT, EdD; Keshrie Naidoo, PT, DPT, EdD (MGH Institute of Health Professions, Boston, MA, USA)

This study examined how recent Doctor of Physical Therapy graduates from a health professions graduate school with an interprofessional curriculum conceptualize their professional and interprofessional identity (i.e., dual identity). Theoretical frameworks included social identity theory, intercontact group theory, and the interprofessional socialization framework. Semi-structured interviews were conducted with 12 graduates in their first 1–2 years of practice in inpatient settings. Transcripts were analyzed using iterative and inductive phenomenological analysis to identify themes. Four themes related to professional identity emerged: from patient to physical therapist, profession exceeding expectations, connection with patient, and role affirmation through meaningful work. Six themes related to interprofessional identity emerged: valuing different mindsets, the authenticity of interprofessional education, feeling misunderstood, perceived versus true hierarchy, differing team dynamics, and being on the same page. Approaches to interprofessional education that focus on longitudinal socialization from professional education through clinical practice might best support the development of clinicians who value interprofessional collaborative practice.

CITATION:

Plummer L, Naidoo K. Perceptions of Interprofessional Identity Formation in Recent Doctor of Physical Therapy Graduates: A Phenomenological Study. Education Sciences. 2023;13(7):674.

LINK:  https://www.mdpi.com/2227-7102/13/7/674

IPR Global Scholar Spotlight - Rogério Meireles Pinto PhD, University of Michigan (USA)

I was born in Belo Horizonte, Brazil, and came to the United States after I finished college and received a bachelor’s in biological sciences. I lived in New York City, where I received my masters and PhD in social work. For a decade, I was a professor at Columbia University, and then I moved to Michigan, Ann Arbor. At the University of Michigan, I am the University Diversity Social Transformation Professor, Berit Ingersoll-Dayton Collegiate Professor of Social Work, and Associate Dean for Research and Innovation, Social Work. I also have an appointment at the Theater and Drama, School of Music, Theater & Dance. 

My research focuses on finding academic, sociopolitical, and cultural venues for broadcasting voices of oppressed individuals and groups. Funded by the National Institutes of Health (NIH), my community-engaged research focuses on the impact of interprofessional collaboration on the delivery of evidence-based services (HIV and drug-use prevention and care) to marginalized racial/ethnic and sexual minorities in the United States and Brazil. This research has illuminated specific factors, notably, interprofessional collaboration, that facilitate access to myriad social, medical, and public health services.*  

I have conducted art-based and artistic research. For example, with collaborators funded by National Institute of Health (NIH) (PIs: Windsor, Benoit, Pinto), we have developed and tested interventions that use illustrations to spark critical dialogues among formerly incarcerated men with substance use disorders.**

I performed Marília, a one-person play, on New York City's Theatre Row in 2015 and at the University of the Free State in Bloemfontein, Vrystaat, South Africa in 2016. In Marília, I explore the tragic death of his 3-year-old sister and how it haunts and inspires the family she left behind. Marília won the United Solo Festival Best Documentary Script. Funded by the University of Michigan Office of Research and several other sources, I built the Realm of the Dead, an art installation to investigate my own marginalization as a gender non-confirming, mixed-race, and Latinx immigrant.*** I performed the Realm of the Dead in 2021 at the University of Michigan as part of the centennial celebration of the School of Social Work, and in 2022 as the featured artist at a2ru’s national annual conference. 

Dr. Rogério Meireles Pinto bio (including contact information) at the University of Michigan: https://ssw.umich.edu/faculty/profiles/tenure-track/ropinto

REFERENCES

*Pinto, R. M., Kay, E. S., Choi, C. J., & Wall, M. (2020). Interprofessional Collaboration Improves the Odds of Educating Patients about PrEP Over Time. Journal of General Internal Medicine, 35(5), 1444-1451. doi: 10.1007/s11606-019-05616-0

*Pinto, R. M., Kay, E. S., Choi, C. J., & Wall, M. (2019). Interprofessional Collaboration Improves Linkages to Primary Care: A Longitudinal Analysis. AIDS Care, 32:8, 970-978, DOI: 10.1080/09540121.2019.1668537doi.

*Pinto, R. M., Witte, S., Filippone, P., Choi, J., & Wall, M. (2018). Interprofessional Collaboration and On-the-Job Training Improves Access to HIV Testing, Primary Care and Pre-Exposure Prophylaxis (PrEP). AIDS Education and Prevention, 30, 6.

*Pinto, R. M., Rahman, R., Zanchetta, M. S., & Galhego Garcia, W. (2021). Brazil’s Community Health Workers Practicing Narrative Medicine: A Service Consumer Perspective. Journal of General Internal Medicine. https://doi.org/10.1007/s11606-021-06730-8

** Windsor, L., Benoit, E., Pinto, R. M., Sarol, J. (2022). Optimization of a new adaptive intervention using the SMART Design to increase COVID-19 testing among people at high risk in an urban community. Trials, 14;23(1):310. doi: 10.1186/s13063-022-06216-w. PMID: 35421999; PMCID: PMC9009493.

*** Pinto, R. M. (2022). Realm of the Dead: A Mixed-Media Installation Performance. Ground Works.  https://groundworks.io/journal. © 2022 by Rogério Meireles Pinto is licensed under CC-BY-NC-ND 4.0. Published: September 20, 2022. DOI https://doi.org/10.48807/2022.0.0105

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