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Moving toward Interprofessional Teaching in the Intensive Care Unit: A Mixed Methods Study.

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  • 1Division of Pulmonary, Allergy, Critical Care, and Sleep Medicine and.

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Interprofessional education (IPE) in graduate medical training enhances teamwork. Integrating interprofessional team members (IPMs) as educators in intensive care unit (ICU) lectures improved resident understanding of roles and mutual respect.

Keywords:
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Area of Science:

  • Medical Education
  • Healthcare Team Collaboration
  • Critical Care Medicine

Background:

  • Interprofessional education (IPE) is increasingly emphasized for promoting teamwork in health professions.
  • While undergraduate IPE is well-studied, its application in graduate medical education, particularly in intensive care units (ICUs), is less understood.
  • IPE aims to improve communication, teamwork, and understanding of professional roles.

Purpose of the Study:

  • To develop and implement an interprofessional lecture-based curriculum in an academic ICU.
  • To evaluate learner and interprofessional team member (IPM) perceptions of this educational model.
  • To explore the benefits and opportunities presented by IPMs as educators.

Main Methods:

  • A standardized critical care medicine curriculum was delivered via interactive lectures by attending physicians, fellows, and IPMs (pharmacists, dietitians, advanced practice providers, physical therapists).
  • Internal medicine residents' perceptions of faculty engagement and educational value were assessed quantitatively before and after the intervention.
  • Semistructured focus groups with residents and IPMs explored their experiences, motivations, and the effectiveness of IPMs in teaching.

Main Results:

  • Quantitative analysis showed no significant change in residents' perception of faculty engagement (pre: 4.16/5, post: 4.20/5).
  • Qualitative findings revealed themes of investment, shared goals, specialized knowledge, mutual respect, improved patient care, and engagement.
  • IPMs were motivated by sharing expertise and return on investment.

Conclusions:

  • Interprofessional team members (IPMs) can be effectively integrated as educators within a lecture-based ICU curriculum.
  • Resident feedback indicated that IPM involvement enhances understanding of professional roles and fosters mutual respect.
  • IPMs are motivated to teach by the opportunity to share specialized knowledge and achieve a return on investment.