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The Dyad Model for Interprofessional Academic Patient Aligned Care Teams.
Annette L Gardner1, Laura Clementz1, Renée H Lawrence1
1is the Assistant Professor, Department of Behavioral Sciences Philip R. Lee Institute for Health Policy Studies, University of California in San Francisco. is a Training Administrator; A is the Nurse Practitioner Associate Director; and are Faculty; was previously the Evaluation Associate Director; was previously Interprofessional Associate Director; was previously Faculty; and was previously Director; all at the Center of Excellence in Primary Care Education at the Louis Stokes Cleveland Veterans Affairs Medical Center in Ohio. Mary Dolansky is an Associate Professor at the Frances Payne Bolton School of Nursing at Case Western Reserve University, Simran Singh is an Assistant Professor, and Mamta Singh is the Assistant Dean for Health Systems Science, both at Case Western Reserve University School of Medicine.
The dyad model, integrating interprofessional education and clinical learning with physician resident teachers, improves teamwork and nurse practitioner students
Area of Science:
- Medical Education
- Interprofessional Healthcare Training
Background:
- Effective clinical training is crucial for nurse practitioner (NP) students.
- Traditional ambulatory settings may present challenges in optimizing interprofessional learning.
- Physician resident involvement can enhance student supervision and mentorship.
Purpose of the Study:
- To evaluate the impact of the dyad model on NP students' teamwork skills.
- To assess the effect of the dyad model on NP students' clinical competence.
- To explore the benefits of integrating interprofessional education within the dyad model.
Main Methods:
- Implementation of a dyad model combining interprofessional education (IPE) and clinical learning.
- Inclusion of physician resident teachers in the ambulatory setting.
- Assessment of teamwork skills and clinical competence among NP students.
Main Results:
- The dyad model significantly enhanced teamwork skills among NP students.
- Nurse practitioner students demonstrated increased clinical competence through the dyad model.
- Integration of IPE within the dyad model contributed to positive learning outcomes.
Conclusions:
- The dyad model is an effective strategy for improving NP students' teamwork and clinical skills.
- Physician resident teachers play a vital role in the success of the dyad model.
- This educational approach offers a valuable framework for ambulatory clinical training.
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