147 - Components of Interprofessional Education Programs in Neonatal Medicine: A Focused Review on Educational Intervention

Poster Number: 147
Publication Number: 147.218

Mohan Pammi, Baylor College of Medicine, Bellaire, TX, United States; Shweta Parmekar, Baylor College of Medicine, Houston, TX, United States; Rita Shah, Baylor College of Medicine, Houston, TX, United States; Ganga Gokulakrishnan, Baylor College of Medicine, Houston, TX, United States; Sharada Gowda, Baylor College of Medicine, Houston, TX, United States; Jennifer O. Gallegos, Texas Children's Hospital, LEAGUE CITY, TX, United States; Delinda A. Castillo, Texas Children's Hospital, Houston, TX, United States; Suzanne F. Iniguez, Texas Children's Hospital, Alvin, TX, United States; Amy Sisson, Texas Medical Center Library, Houston, TX, United States; Satid Thammasitboon, Baylor College of Medicine, HOUSTON, TX, United States

Background: Care delivery in neonatology is dependent on an interprofessional team. Collaborative learning and education amongst professionals can lead to successful management of critically ill patients.

Objective: This focused educational review synthesized the components, outcomes, and impact of such interprofessional education (IPE) programs in neonatal medicine.

Design/Methods: The authors systematically searched four online databases and hand-searched MedEdPublish up to September 10th, 2021. Two authors independently screened titles, abstracts, full-texts, performed data extraction and risk of bias assessment related to study methodology and reporting. Discrepancies were resolved by a third author. We reported our findings based on guidance from Best Evidence in Medical Education (BEME) and the STORIES (STructured apprOach to the Reporting in health education of Evidence Synthesis) statement.

Results: We included 17 studies on IPE in neonatal medicine. Most studies were from North America with varying learners, objectives, instruction, and observed outcomes. Learners represented nurses, respiratory therapists, neonatal nurse practitioners, patient care technicians, parents, early interventionists, physicians, and medical trainees amongst others. Risk of bias assessment in reporting revealed poor reporting of resources and instructor training. Bias assessment for study methodology noted moderate quality evidence with validity evidence as the weakest domain. IPE instruction strategies included simulation with debriefing, didactics, and online instruction. Most studies reported level 1 Kirkpatrick outcomes (76%) and few reported level 3 or 4 outcomes (23%). Challenges include buy-in from leadership and the negative influence of hierarchy amongst learners.Conclusion(s): This review highlights IPE program components within neonatal medicine and exemplary practices including a multimodal instructional approach, asynchronous instruction, an emphasis on teamwork, and elimination of hierarchy amongst learners. Pedagogy with a combination of synchronous and asynchronous methods including didactics, virtual learning and simulation may be successful for IPE. Best practices for IPE included soliciting buy-in from leadership, adequate representation and elimination of hierarchy amongst professional groups to better understand roles, access to teaching sites including schedule flexibility and location, and a focus on communication. Future work should address long term knowledge and skill retention and impact on patient outcomes and organizations.
Summary of Interprofessional education in Neonatal medicineComponents of Interprofessional Education Programs in Neonatal Medicine
Summary of Interprofessional education in Neonatal medicineComponents of Interprofessional Education Programs in Neonatal Medicine