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A multimodal interprofessional education program including case-based problem solving focused on pain management

Candice L Garwood1, Kimberly Banfill2, Sara Maher3

  • 1Department of Pharmacy Practice Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, Detroit, Mi; Ambulatory Care Clinical Pharmacy Specialist, Department of Pharmacy, Harper University Hospital, Detroit Medical Center, Detroit, MI, USA.

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This interprofessional education program improved healthcare students' knowledge of pain management roles during the opioid crisis. Case-based activities enhanced collaboration and interprofessional skills among future healthcare providers.

Keywords:
Pain managementcase-based learninginterprofessional educationnurse anesthesiaoccupational therapypharmacyphysical therapyphysician assistant

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Area of Science:

  • Health Professions Education
  • Pain Management
  • Public Health Crises

Background:

  • Interprofessional education (IPE) is crucial for preparing healthcare professionals for current practice.
  • The opioid epidemic presents a significant public health challenge requiring collaborative solutions.
  • IPE programs should align with contemporary health issues like the opioid crisis.

Purpose of the Study:

  • To develop and evaluate an IPE program focused on interprofessional roles in pain management during the opioid crisis.
  • To assess the impact of the IPE program on students' knowledge of different professions and their roles in pain management.
  • To evaluate the development of interprofessional skills and gather student feedback on the program's effectiveness.

Main Methods:

  • A retrospective review of data from 251 professional students across pharmacy, physical therapy, occupational therapy, physician assistant, and nurse anesthesia programs.
  • Assessment of students' knowledge regarding each profession's role in pain management.
  • Evaluation of interprofessional skills using the Interprofessional Collaborative Competency Attainment Survey and qualitative feedback collection.

Main Results:

  • Participants demonstrated increased knowledge about other healthcare professions and their roles in pain management.
  • Significant improvements were observed in five constructs of interprofessional skills across all represented professions.
  • Students reported the case-based group activity as the most valuable component for fostering interprofessional interaction.

Conclusions:

  • The developed IPE program effectively enhanced student knowledge and attitudes towards collaborative interprofessional team skills.
  • The program design successfully addressed the need for interprofessional training in the context of the opioid crisis.
  • IPE focusing on pain management during public health crises can improve students' readiness for collaborative practice.