Interprofessional education increases knowledge, promotes team building, and changes practice in the care of Parkinson's disease

Elaine V. Cohen, Ruth Hagestuen, Gladys González-Ramos, Hillel W. Cohen, Celia Bassich, Elaine Book, Kathy P. Bradley, Julie H. Carter, Mariann Di Minno, Joan Gardner, Monique Giroux, Manny J. González, Sandra Holten, Ricky Joseph, Denise D. Kornegay, Patricia A. Simpson, Concetta M. Tomaino, Richard P. Vandendolder, Maria Walde-Douglas, Rosemary WichmannJohn C. Morgan

Research output: Contribution to journalArticle

20 Scopus citations

Abstract

Objective: Examine outcomes for the National Parkinson Foundation (NPF) Allied Team Training for Parkinson (ATTP), an interprofessional education (IPE) program in Parkinson's disease (PD) and team-based care for medicine, nursing, occupational, physical and music therapies, physician assistant, social work and speech-language pathology disciplines. Background: Healthcare professionals need education in evidence-based PD practices and working effectively in teams. Few evidence-based models of IPE in PD exist. Methods: Knowledge about PD, team-based care, the role of other disciplines and attitudes towards healthcare teams were measured before and after a protocol-driven training program. Knowledge, attitudes and practice changes were again measured at 6-month post-training. Trainee results were compared to results of controls. Results: Twenty-six NPF-ATTP trainings were held across the U.S. (2003-2013). Compared to control participants (n = 100), trainees (n = 1468) showed statistically significant posttest improvement in all major outcomes, including self-perceived (p < 0.001) and objective knowledge (p < 0.001), Understanding Role of Other Disciplines (p < 0.001), Attitudes Toward Health Care Teams Scale (p < 0.001), and the Attitudes Toward Value of Teams (p < 0.001) subscale. Despite some decline, significant improvements were largely sustained at six-month post-training. Qualitative analyses confirmed post-training practice changes. Conclusions: The NPF-ATTP model IPE program showed sustained positive gains in knowledge of PD, team strategies and role of other disciplines, team attitudes, and important practice improvements. Further research should examine longer-term outcomes, objectively measure practice changes and mediators, and determine impact on patient outcomes.

Original languageEnglish (US)
Pages (from-to)21-27
Number of pages7
JournalParkinsonism and Related Disorders
Volume22
DOIs
StatePublished - Jan 1 2016

Keywords

  • Collaborative care in Parkinson's disease
  • Continuing education or continuing professional development
  • Healthcare teams
  • Interprofessional or interdisciplinary education

ASJC Scopus subject areas

  • Neurology
  • Geriatrics and Gerontology
  • Clinical Neurology

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    Cohen, E. V., Hagestuen, R., González-Ramos, G., Cohen, H. W., Bassich, C., Book, E., Bradley, K. P., Carter, J. H., Di Minno, M., Gardner, J., Giroux, M., González, M. J., Holten, S., Joseph, R., Kornegay, D. D., Simpson, P. A., Tomaino, C. M., Vandendolder, R. P., Walde-Douglas, M., ... Morgan, J. C. (2016). Interprofessional education increases knowledge, promotes team building, and changes practice in the care of Parkinson's disease. Parkinsonism and Related Disorders, 22, 21-27. https://doi.org/10.1016/j.parkreldis.2015.11.001