OPIOIDS: cultivating interprofessional collaboration to find solutions to public health problems

ABSTRACT

This study evaluated perceived effectiveness of an interprofessional case-based activity that allowed medical and pharmacy students to engage in problem-solving around the role of social determinants of health (SDOH) in opioid misuse. Students participated in a case-based activity, and then completed a post-activity survey that included five open-ended questions and the Interprofessional Collaborative Competency Attainment Survey. Twelve pharmacy students (100%) and 47 medical students (75%) completed the post-activity survey. Results indicate the activity resulted in a statistically significant increase in student ability to: 1) recognize interprofessional team members’ knowledge, skills, and contributions to the interprofessional team; 2) communicate effectively across professions; and 3) learn with, from, and about interprofessional team members to develop a patient care plan. Students also reported enhanced understanding of treatment considerations with opioid misuse, the role of SDOH, and recognition of the value of interprofessional collaboration in their future practice. This interprofessional case-based activity appeared to promote collaboration among students from different professional programs as they engaged in problem-solving around a contemporary public health issue that intersects their future practices. This activity may serve as a model for health professional programs, practitioners, healthcare systems, and communities that seek interprofessional solutions to combat opioid misuse.

KEYWORDS:

• Health and social care
• interprofessional education
• opioids
• shared problem solving
• social determinants of health

Acknowledgments

Student Pharmacists: Carolyn O’Donnell, Nikki Neumann, Megan Olander, Alyssa Isola for data entry, data quality assurance, and data visualization support.

Declaration interest

None of the authors have conflicts of interest related to this work.

Notes

¹. Following the activity, students rated their perceived competence levels both before and after the activity, which allows for self-calibration. An example item is:

². ICCAS items not specifically targeted include 4, 6, 10, 14, 15, 18, 20 because the educational activity was not designed to impact these items.

Additional information

Funding

Research reported in this publication was supported by the National Center for Advancing Translational Sciences of the National Institutes of Health Award Number UL1TR000114. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.