Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-22T18:53:22.679Z Has data issue: false hasContentIssue false
  • English
  • Français

Evaluation of a pilot interprofessional education programme for eating disorder training in mental health services

Published online by Cambridge University Press:  17 December 2015

S. McDevitt  and
V. Passi
S. McDevitt*
Affiliation:
HSE, CAMHS, Cork, Ireland
V. Passi
Affiliation:
Warwick Medical School, University of Warwick, Coventry, UK
*
*Address for correspondence: S. McDevitt, HSE, CAMHS, 3 Westbourne Villas, Western Road, T12 NT02, Cork, Ireland. (Email: [email protected])
Get access Rights & Permissions [Opens in a new window]

Abstract

Objective

To evaluate the effectiveness of an Interprofessional Education (IPE) programme in eating disorders for mental health practitioners using a case-based learning approach.

Methods

A total of 25 mental health clinicians were asked to evaluate their IPE programme as part of training for the National Clinical Programme in Eating Disorders. They completed a Readiness for Interprofessional Learning Scale (RIPLS), a learner reaction questionnaire after each session and a final open evaluation at 4 months. Non-parametric statistical analysis was employed to analyse learner attitudes and reactions, and qualitative information was coded.

Results

A total of 23 (92%) clinicians from five disciplines participated. Baseline attitudes towards IPE were positive on all RIPLS subscales, and those with prior IPE experience had most positive views as to its benefits for teamwork and patient care (p=0.036). Learner reactions on content, delivery, outcome and structure indicated that individual learning experience was strongly positively endorsed. Change in clinical practice behaviour was reported in terms of communication, clinical activity, outcome evaluation and confidence. Barriers included other demands on time, organisational support, not having enough patients or co-workers to practice skills, and knowledge differentials between learners.

Conclusions

IPE using a case based learning approach is an effective and acceptable means of developing specialist training across existing service, team and professional boundaries. It has potential for positive impact on knowledge, clinical behaviour and service delivery. Recommendations include the introduction of IPE group guidelines, wider circulation of learning points and content, and the use of self-competency ratings and reflective logs.

Keywords

Case-based learningeating disorders traininginterdisciplinary teaminterprofessional educationprogramme evaluation
Type
Original Research
Information
Irish Journal of Psychological Medicine , Volume 35 , Issue 4 , December 2018 , pp. 289 - 299
Copyright
© College of Psychiatrists of Ireland 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allport, G (1954). The Nature of Prejudice. Perseus: MA.Google Scholar
Arcelus, J, Mitchell, A, Wales, J, Nielsen, S (2011). Mortality rates in patients with anorexia nervosa and other eating disorders. Archives of General Psychiatry 68, 724–731.Google Scholar
Ateah, C, Snow, W, Wener, P, MacDonald, L, Metge, C, Davis, P, Frieke, M, Ludwig, S, Anderson, J (2011). Stereotyping as a barrier to collaboration: does interprofessional education make a difference? Nurse Education Today 31, 208–213.Google Scholar
Barr, H (2009). An anatomy of continuing interprofessional education. Journal of Continuing Education in the Health Professions 29, 147–150.Google Scholar
B-EAT & Pro Bono Economics (2012). Costs of eating disorders in England: economic impacts of anorexia nervosa, bulimia nervosa and other disorders focusing on young people (http://www.probonoeconomics.com/sites/probonoeconomics.com/files/files/reports/PBE%20BEAT%). Accessed 20 February 2014.Google Scholar
Bleakley, A, Allard, J, Hobbs, A (2012). Towards culture change in the operating theatre: embedding a complex educational intervention to improve teamwork climate. Medical Teacher 34, e635–e640.Google Scholar
Breithaupt, K, MacDonald, C (2006). Quality standards for e learning: the demand driven learning model. In Online Assessment, Measurement and Evaluation: Emerging Practices (ed. D. Williams, S. Howell and M. Hrinko), pp. 45–60. Information Sciences publishing: United Kingdom and United States of America.Google Scholar
Brookfield, S (1995). Becoming a Critically Reflective Teacher. Jossey Bass.Google Scholar
Burford, B (2012). Group processes in medical education: learning from social identity theory. Medical Education 46, 143–152.Google Scholar
Carter, S, Garside, P, Black, A (2003). Multidisciplinary team working, clinical networks, and chambers: opportunities to work differently in the NHS. Quality and Safety in Health Care 12, i25–i28.Google Scholar
Centre for the Advancement of Interprofessional Education (2002). Defining IPE www.caipe.org.uk/resources/defining-IPE. Accessed 20 August 2013.Google Scholar
Chamay- Weber, C, Narring, F, Michaud, P (2005). Partial eating disorders among adolescents: a review. Journal of Adolescent Health 37, 417–427.Google Scholar
Curran, V, Sharpe, D, Foristall, J (2007). Attitudes of health sciences faculty members towards inter professional teamwork and education. Medical Education 41, 892–896.Google Scholar
Curran, V, Sharpe, D, Foristall, J, Flynn, K (2008). Student satisfaction and perceptions of small group process in case-based interprofessional learning. Medical Teacher 30, 431–433.Google Scholar
De Vries, EN, Rambatten, MA, Smorenburg, SM, Gourna, DJ, Boermeester, MA (2008). The incidence and nature of in-hospital adverse events: a systematic review. International Journal for Quality in Health Care 17, 216–223.Google Scholar
Dieleman, S, Farris, K, Feeny, D, Johnson, J, Tsuyuki, R, Brilliant, S (2004). Primary health care teams: team member’s perceptions of the collaborative process. Journal of Interprofessional Care 18, 75–78.Google Scholar
Ferlie, E, Fitzgerald, L, Wood, M, Hawkins, C (2005). The nonspread of innovations: the mediating role of professionals. Academy of Management Journal 48, 117–134.Google Scholar
Garrard, J, Choudary, V, Groom, H, Dieperink, E, Willenbring, M, Duefey, J, Ho, S (2006). Organisational change in the management of Hepatitis C: evaluation of a CME program. Journal for Continuing Education in the Health Professionals 26, 145–160.Google Scholar
Gowers, S, Clarke, AF, Roberts, C, Byford, S, Barrett, B, Griffiths, A, Edwards, V, Bryan, C, Smethurst, N, Rowlands, L, Roots, P (2010). A randomised controlled multi centre trial of treatments for adolescent anorexia nervosa including assessment of cost- effectiveness and patient acceptability. Health Technology Assessment 14, 1–98.Google Scholar
Hean, S, Dickenson, C (2005). The contact hypothesis: an exploration of its further potential in interprofessional education. Journal of Interprofessional Care 19, 480–491.Google Scholar
Heath, O, English, D, Simms, J, Ward, P, Hollett, A, Dominic, A (2013). Improving collaborative care in managing eating disorders: a pilot study. Journal of Continuing Education in the Health Professions 33, 235–242.Google Scholar
Katsikitis, M, Hay, P, Barrett, R, Wade, R (2002). Problem- versus case- based approaches in teaching medical students about eating disorders: a controlled comparison. Journal of Experimental Educational Psychology 22, 277–283.Google Scholar
Knowles, M (1973). The Adult Learner: A Neglected Species. Gulf Publishing: Houston Texas.Google Scholar
Lee, L, Weston, W, Hillier, LM (2013). Developing memory clinics in primary care: an evidence-based interprofessional program of continuing professional development. Journal of Continuing Education in the Health Professions 33, 24–32.Google Scholar
Lock, J, La Via, MC, AACAP (2015). Practice parameter for the assessment and treatment of children and adolescents with eating disorders. Journal of the Americal Academoy of Child and Adolescent Psychiatry 54, 412–425.Google Scholar
Luft, J, Ingham, H (1955). The Johari Window: A Graphic Model of Interpersonal Awareness. Proceedings of the Western Training Laboratory in Group Development. UCLA: Los Angeles.Google Scholar
MacDonald, C, Breithaupt, K, Stodel, E, Farres, L, Gabriel, M (2002). Evaluation of web-based educational programmes via the demand driven learning model: a measure of web-based learning. International Journal of Testing 2, 35–61.Google Scholar
MacFadyen, A, Webster, V, Strachan, K, Figgens, E, Brown, H, McKechnie, J (2005). The readiness for inter professional learning scale: a possible more stable sub scale model for the original version of the RIPLS. Journal of Interprofessional Care 24, 194–197.Google Scholar
Mancini, M, Miner, C (2013). Learning and change in a community mental health setting. Journal of Evidence-Based Social Work 10, 494–504.Google Scholar
Mann, K, Sargent, J, Hill, T (2009). Knowledge translation in interprofessional education: what difference does interprofessional education make to practice? Learning in Health and Social Care 8, 154–164.Google Scholar
Morey, J, Simon, R, Gregory, D, Wears, R (2002). Error reduction and performance improvement in the emergency department through formal teamwork training: evaluation of the MedTeams project. Health Services Research 37, 1553–1581.Google Scholar
Morisson, J (2003). Evaluation: ABC of learning and education. BMJ 326, 385.Google Scholar
Parsell, G, Bligh, J (1999). The development of a questionnaire to assess the readiness of health care students for inter professional learning (RIPLS). Medical Education 33, 95–100.Google Scholar
Petrie, A, Sabin, C (2009). Medical Statistics at a Glance. Wiley-Blackwell: London.Google Scholar
Pettersen, G, Rosenvinge, J, Thun- Larsen, K, Wynn, R (2012). Clinical confidence following an inter professional educational program on eating disorders for health care professionals: a qualitative analysis. Journal of Multidisciplinary Healthcare 5, 201–205.Google Scholar
Priest, HM, Roberts, P, Dent, H, Blincoe, C, Lawton, D, Armstrong, C (2008). Interprofessional education and working in mental health: in search of the evidence base. Journal of Nursing Management 16, 474–485.Google Scholar
Reeves, S, Zwarenstein, M, Goldman, J, Barr, H, Freeth, D, Hammick, M, Koppel, I (2009). Interprofessional education: effects on professional practice and health care outcomes. The Cochrane Library.Google Scholar
Royal College of Psychiatrists (2012). Junior MARSIPAN: Management of Really Sick Patients with Anorexia Nervosa (CR168). Royal College of Psychiatrists.Google Scholar
Royal College of Psychiatrists (2014). MARSIPAN: Management of Really Sick Patients with Anorexia Nervosa (CR189), 2nd edn. Royal College of Psychiatrists.Google Scholar
Steinhausen, H (2009). Outcome of eating disorders. Child and Adolescent Psychiatry Clinics of North America 18, 225–242.Google Scholar
Stephen, F, Melville, A, Krause, T (2012). A study of medical negligence claims in Scotland. Scottish Government Social Research (www.scotland.gov.uk/socialresearch). Accessed 3 March 2014.Google Scholar
Tajfel, H (1981). Human Groups and Social Categories. Cambridge University Press: Cambridge.Google Scholar
Thistlethwaite, JE, Davies, D, Ekceoka, S, Kidd, JM, MacDougall, C, Matthews, P, Purkis, J, Clay, D (2012). The effectiveness of case based learning in health professional education: a BEME systematic review. Medical Teacher 34, E421–E444.Google Scholar
Thompson-Brenner, H, Satir, D, Franko, D, Herzog, D (2012). Clinician reactions to patients with eating disorders: a review of the literature. Psychiatric Services 63, 73–78.Google Scholar
Tuckmann, B (1965). Developmental sequence in small groups. Psychological Bulletin 63, 384–399.Google Scholar
Tunstall- Pedoe, S, Rink, E, Hilton, S (2003). Student attitudes to undergraduate interprofessional education. Journal of Interprofessional Care 17, 161–172.Google Scholar
Vostanis, P, O’Reilly, M, Taylor, H, Day, C, Street, C, Wolpert, M, Edwards, R (2012). What can education teach child mental health services? Practitioners’ perceptions of training and joint working. Emotional and Behavioural Difficulties 17, 109–124.Google Scholar
Wall, D (2007). Evaluation: Improving Practice, Influencing Policy. Association for the Study of Medical Education, pp. 6–7.Google Scholar
Waller, G, Stanger, H, Meyer, C (2012). What cognitive behavioural techniques do therapists report using when delivering cognitive behavior therapy for eating disorders. Journal of Consulting and Clinical Psychology 80, 171–175.Google Scholar
World Health Organisation (WHO) (2010). Framework for Action on Interprofessional Education and Collaborative Practice. WHO: Geneva.Google Scholar
Young, A, Chinman, M, Forquer, S, Knight, E, Vogel, H, Miller, A, Rowe, M, Mintz, J (2005). Use of a consumer-led intervention to improve provider competencies. Psychiatric Services 56, 967–975.Google Scholar
Zwarenstein, M, Reeves, S (2006). Knowledge translation and interprofessional collaboration: where the rubber of evidence-based care hits the road of teamwork. Journal of Continuing Education in the Health Professions 26, 46–54.Google Scholar