Empathy, better patient care, and how interprofessional education can help

ABSTRACT

Interprofessional education (IPE) has been promoted as one way to prepare healthcare students for interprofessional encounters they might experience in the workplace. However, the link between IPE, interprofessional care in the workforce, and better patient outcomes is tenuous, perhaps in part due to the inability of IPE programs to adequately address barriers associated with interprofessional care (e.g., power differentials, role disputes). Empathy, or understanding the experiences of others, has emerged as a critical tool to breaking down barriers inherent to working in teams. Given the evidence connecting empathy to stronger team collaboration and better patient care, researchers significantly revamped programming from a prior training called Interprofessional Education for Complex Neurological Cases (IPE Neuro) to enhance empathy, foster stronger team collaboration, and improve information integration among participants. In this improved three-session program, participants from seven different professions were grouped into teams, assessed a patient volunteer with neurological disorder, and created and presented an integrated, patient-centric treatment plan. Students (N = 31) were asked to report general empathy levels, as well as attitudes, team skills, and readiness toward interprofessional care, before and after the program. We conducted paired samples t-tests and thematic analysis to analyze the data. Results showed that participants reported higher empathy levels, more positive attitudes, and greater team skills pre- to posttest with moderate to large effects. Results bolster IPE Neuro programming as one approach to prepare students for interprofessional care while underscoring the potential implications of IPE to improve empathy levels of healthcare professionals.

KEYWORDS:

• Interprofessional education
• collaboration
• patient-centered practice
• professional cultures
• shared decision making
• empathy

Disclosure Statement

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

Notes

1. More detailed information about the program’s first installment can be found at the following citation:Fenn, N., Mushkat, Z., Murray, A. N., Dimalanta, K., Vandiver, M., Robbins, M. L., Hulme, J., & Dupre, A. (2019). Interprofessional education for complex neurological cases. Journal of Interprofessional Care. https://doi.org/10.1080/13561820.2019.1691159

Additional information

Funding

This work was supported by the Rhode Island Interprofessional Education & Practice Collaborative.

Notes on contributors

Natalie Fenn

Natalie Fenn, MA, is a Clinical Psychology Doctoral Candidate at the University of Rhode Island. Natalie researches interprofessional teamwork, health promotion and prevention efforts to improve clinical outcomes among under-resourced populations.

Cheyenne Reyes

Cheyenne Reyes, MPH, is a Clinical Psychology Doctoral Student at the University of Rhode Island.Cheyenne researches pain management, medical decision-making, and population health.

Zoe Mushkat

Zoe Mushkat, MA, is a Clinical Psychology Doctoral Candidate at the University of Rhode Island. Zoe’s research is in health promotion, medical decision-making, and interprofessional education. 

Kenneth Vinacco

Kenneth Vinacco, DPT, conducts programming and research in interprofessional education for pre-professional healthcare providers.Kenneth graduated from the University of Rhode Island’s Doctor of Physical Therapy program.

Heather Jackson

Heather Jackson, DPT, ATC, conducts programming and research in interprofessional education for pre-professional healthcare providers. Heather graduated from the University of Rhode Island’s Doctor of Physical Therapy program.

Alia Al Sanea

Alia AlSanea, BS, is a Research Assistant for the Health Behavior Change Lab at the University of Rhode Island. Alia received her undergraduate degree in Psychology.

Mark L. Robbins

Mark L. Robbins, PhD, is Professor and Chair of the Psychology Department at the University of Rhode Island. He works in applied health behavior change research utilizing the transtheoretical model as a framework in areas such as decision making in organ donation and increasing physical activity.

Janice Hulme

Janice Hulme, PT, DHSc, is a Clinical Professor at the University of Rhode Island where she facilitates interprofessional education program development and management. In 2018, Dr. Hulme was awarded the Professional Service Award by the RI Pharmacists Association for her sustained contributions to the pharmacy profession.

Anne-Marie Dupre

Anne Marie Dupre, MS, DPT, is a Clinical Associate Professor at the University of Rhode Island. Her area of expertise is in neurological physical therapy. Dr. Dupre is a Board-Certified Specialist in Neurology from the APTA and continues to practice in the clinic.