Components of interprofessional education programs in neonatal medicine: A focused BEME review: BEME Guide No. 73

Abstract

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

Methods

The authors systematically searched four online databases and hand-searched MedEdPublish up to 10 September 2020. 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 BEME guidance 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.

Conclusions

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. We identified a lack of reporting on program development and instructor training. Future work should address long term knowledge and skill retention and impact on patient outcomes and organizations.

Keywords:

• Interprofessional education
• neonatal medicine
• teamwork
• curriculum

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Interprofessional education (IPE): Is a process that ‘Occurs when learners from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes’ as noted by the World Health Organization.

Additional information

Notes on contributors

S. Parmekar

Shweta Parmekar, MD, is an Assistant Professor of Pediatrics, Chair of Curriculum of Neonatal-Perinatal Medicine Fellowship Program, Houston at Baylor College of Medicine, TX, USA.

R. Shah

Rita Shah, MD, is an Assistant Professor of Pediatrics at Baylor College of Medicine, Houston, TX, USA.

G. Gokulakrishnan

Ganga Gokulakrishnan, MD, is an Associate Professor of Neonatology at Baylor College of Medicine, Houston, TX, USA.

S. Gowda

Sharada Gowda, MD, is an Assistant Professor of Neonatology at Baylor College of Medicine, Houston, TX, USA.

D. Castillo

Delinda Castillo is a Registered Nurse, Education Coordinator at Texas Children’s Hospital, Houston, TX, USA.

S. Iniguez

Suzanne Iniguez is a Respiratory Therapist at Texas Children’s Hospital, Houston, TX, USA.

J. Gallegos

Jennifer Gallegos is a Neonatal Nurse Practitioner at Texas Children’s Hospital, Houston, TX, USA.

A. Sisson

Amy Sisson is a Librarian at The Texas Medical Center Library, Houston, TX, USA.

S. Thammasitboon

Satid Thammasitboon, MD, MHPE, is an Associate Professor of Pediatric Critical Care Medicine at Baylor College of Medicine, Director of the Center for Research, Innovation and Scholarship in Medical Education (CRIS), Co-Director of a BEME International Collaborating Centre at Texas Children's Hospital, Houston, TX, USA.

M. Pammi

Mohan Pammi, MD, PhD, MRCPCH, is a Professor of Pediatrics at Baylor College of Medicine, Director of the BEME International Collaborating Centre at Texas Children’s Hospital, Director of the Evidence Academy at Texas Children’s Hospital, Houston, TX, USA.