Determining the impact of an interprofessional learning in practice model on learners and patients

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ABSTRACT

The Institute of Medicine recently expressed a need to measure the impact of interprofessional education (IPE) on health professions collaborative behavior in practice environments and patient outcomes, and the National Center for Interprofessional Practice and Education has focused research efforts to connect interprofessional practice and education. We describe a model intentionally designed to link interprofessional practice experience in ambulatory care setting and an IPE curriculum for students, called the Interprofessional Learning in Practice (ILIP) model. The study objective was to determine the impact of the ILIP model on student and patient outcomes during a 24-month intervention period. Student satisfaction was collected through a brief survey administered post-ILIP model. Patient outcomes were collected from before and after the intervention period through a retrospective chart review of patients who received care through the ILIP model. For the study, disease indicators for the top three chronic diagnoses of depression, hypertension, and type 2 diabetes mellitus were chosen as the patient outcomes. Student outcomes were analyzed using descriptive statistics and the Mann–Whitney U test. Patient outcomes were analyzed using McNemar’s test and paired t-tests. Of the 382 students who participated in the ILIP model during the study period, 179 completed surveys, indicating that they valued the experience, valued learning from interprofessional preceptors, and gained interprofessional skills to use in their future practice. During the 24-month intervention, 401 patients were evaluated post-ILIP model, statistically significant results demonstrated HbA1c values for patients with diabetes were reduced by 0.5% and depression screening improved from 9% to 91%. Additionally, patients’ hypertension control was similar to baseline and diabetes control (as defined as HbA1c ≤8%) was improved compared to baseline but did not reach statistical significance. By aligning interprofessional practice and education in the ILIP model, students had a positive experience, gained interprofessional collaboration skills, and provided value-added benefits to improve patient outcomes.

KEYWORDS:

• Intentional
• interprofessional education
• interprofessional practice
• patient-centred practice
• preceptor

Acknowledgments

We thank our interprofessional colleagues who actively participate and support the Interprofessional Learning in Practice Model: James Kleoppel, PharmD; Hannah Maxfield, MD; Sarah Marks, MD; Erin Corriveau, MD, MPH; Laurel Witt, MD, Susan Hofmann, FNP; Jane Hughes, OTD; Heather Gibbs, RD, PhD; and Wendi Born, PhD. In addition, we thank the KUMC Center for Interprofessional Practice, Education and Research, National Center for Interprofessional Practice and Education, and the Josiah Macy Jr. Foundation for their ongoing support and partnership.

Disclosure statement

Funding received from the Josiah Macy Jr. Foundation.

Additional information

Funding

This work was supported by the Josiah Macy Jr. Foundation.