Improving outcomes in adults with diabetes through an interprofessional collaborative practice program

ABSTRACT

In 2014, the Midwest Interprofessional Practice, Education and Research Center partnered with a Federally Qualified Health Center (FQHC) to implement an interprofessional collaborative practice (IPCP) education program to improve the health of adult patients with diabetes and to improve practice efficiency. This partnership included integrating an interprofessional team of students with the practice team. Twenty-five students and 20 staff engaged in the IPCP program, which included completion of educational modules on IPCP and implementation of daily huddles, focus patient visits, phone calls, team-based case presentations, medication reconciliation, and student-led group diabetes education classes. This study used a sequential mixed methods design. Tools used for collecting data from staff and students included demographic forms, the Interdisciplinary Education Perception Scale (IEPS), the Entry-level Interprofessional Questionnaire, the Collaborative Practice Assessment Tool, and pre/post module knowledge tests completed at baseline and at one-year post implementation. Patient clinical indicators included HgbA1c, glucose, lipid panel laboratory assessments, body mass index, blood pressure, and documentation of annual dental, foot, and eye examinations. Practice efficiency was measured by the average number of patients seen per provider per hour. Both students and staff showed significant knowledge gains in IPCP on Team Dynamics and Tips for Behavioural Changes knowledge tests (p < .05). Patients who had an HgbA1c of ≥ 7% significantly decreased their HgbA1c (p < .05) and glucose (p < .01). However, BMI and annual dental and eye examinations did not improve. Providers demonstrated an increase in the number of patients seen per hour. This IPCP intervention showed improvement in practice efficiencies and select patient outcomes in a family practice clinic.

Keywords:

• Interprofessional Education
• Student Teams
• Clinical Placement
• Collaborative Practice
• Patient Outcomes

Acknowledgments

The authors recognize the Cherry Street preceptors for including students in their interprofessional practice while maintaining busy patient schedules and productivity benchmarks. Without them, this project would not have been possible.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Funding

This project received financial and intellectual support from the National Center for Interprofessional Practice and Education at the University of Minnesota, Twin Cities Campus. Financial support was also received from the Blue Cross Blue Shield of Michigan Foundation.

Additional information

Funding

This project received financial and intellectual support from the National Center for Interprofessional Practice and Education at the University of Minnesota, Twin Cities Campus. Financial support was also received from the Blue Cross Blue Shield of Michigan Foundation.