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Original Theory & Research

Development and Evolution of a Model Interprofessional Education Program in Parkinson’s disease: A Ten-year Experience

Authors:

Ruth A. Hagestuen,

Parkinson’s Foundation, US
About Ruth A.
RN, MA
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Elaine V. Cohen ,

142 West End Avenue #3T, New York, New York, US
About Elaine V.

PhD, Research/Program Evaluation Consultant, Visiting Scholar

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Gladys González-Ramos,

Posthumous, Silver School of Social Work at New York University, US
About Gladys
PhD
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Celia Bassich,

Department of Audiology, Speech-Language Pathology and Deaf Studies (Ret.), Towson University, US
About Celia
PhD, CCC-SLP
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Denise Beran,

Parkinson’s Foundation, US
About Denise
CAPM
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Elaine Book,

Pacific Parkinson’s Research Centre, University of British Columbia, US
About Elaine
MSW, RSW
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Kathy P. Bradley,

College of Health Sciences, Department of Occupational Therapy (emeritus), Augusta University, US
About Kathy P.
EdD, OTR/L, FAOTA
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Janice L. Briggs,

CoxHealth Center for Health Improvement, Springfield, MO, US
About Janice L.
BS, MHA
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Julie H. Carter,

Parkinson Center of Oregon, Neurology-OP-32, Oregon Health & Science University, US
About Julie H.
RN, MN, ANP
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Hillel W. Cohen,

Department of Epidemiology and Population Health, Albert Einstein College of Medicine, US
About Hillel W.
DrPH, MPH
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Mariann Di Minno,

Parkinson’s Disease Clinic and Research Center, University of California San Francisco, US
About Mariann
RN, MA, CNS
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Joan Gardner,

Struthers Parkinson’s Center, Minneapolis, MN, US
About Joan
RN, BSN
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Monique Giroux,

Movement and Neuroperformance Center of Colorado, US
About Monique
MD
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Sandra Holten,

Struthers Parkinson’s Center, Minneapolis, MN, US
About Sandra
MT-BC, NMT Fellow
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Susan Imke,

Senior Health Solutions, Bedford, TX, US
About Susan
RN, MS
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Ricky Joseph,

Department of Occupational Therapy, University of Texas Health Science Center, US
About Ricky
PhD, OTR/L
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Denise D. Kornegay,

Statewide Area Health Education Center, Medical College of Georgia at Augusta University, US
About Denise D.
MSW
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John C. Morgan,

Movement and Memory Disorder Programs, Department of Neurology, Medical College of Georgia, US
About John C.
MD, PhD
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Patricia A. Simpson,

Simpson & Associates, Temple, TX, US
About Patricia A.
RN, MHSM, BSN, CLNC
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Concetta M. Tomaino,

Institute for Music and Neurologic Function, Mt. Vernon, NY, US
About Concetta M.
DA, LCAT, MT-BC
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Richard P. VandenDolder,

Struthers Parkinson’s Center, Minneapolis, MN, US
About Richard P.
BA, OTR/L
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Maria Walde-Douglas,

Struthers Parkinson’s Center, Minneapolis, MN, US
About Maria
PT
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Rosemary Wichmann

Struthers Parkinson’s Center, Minneapolis, MN, US
About Rosemary
PT
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Abstract

OBJECTIVE This paper describes development, evolution and learner reactions in a model interprofessional education program for medical, nursing, physician assistant, occupational therapy, physical therapy, music therapy, social work and speech-language pathology practitioners. Sponsored by the National Parkinson Foundation (NPF) (currently Parkinson’s Foundation), Allied Team Training for Parkinson (ATTP) is a U.S.-based multi-day interprofessional education program in best practices for integrated, interprofessional team-based Parkinson’s disease (PD) care. NPF sponsored 26 ATTP trainings from 2003 to 2013.

METHODS This mixed methods evaluation uses case study document review and observation to outline ATTP curriculum development, evolution, and implementation challenges. Learner-perceived effectiveness ratings, knowledge change, pre-post ratings on the Team Skills Scale, confidence in working with people with PD and caregivers, and trainee-reported practice changes at 6-month follow-up were collected.

RESULTS Qualitative results identified multiple factors in building an effective interprofessional education program, including interprofessional team practice opportunities through case-based learning, engaging care networks and continuous feedback loops for program improvement. Quantitative results showed that trainees across professions, geographic regions and work settings rated the overall program and curriculum effectiveness, amount of new knowledge and knowledge change very highly. ATTP resulted in significant post-training improvement in team skills, confidence in working with PD, and post-training self-reported practice changes.

CONCLUSION Findings suggest that ATTP is an effective interprofessional education program that could be replicated or adapted to other settings and neurodegenerative or chronic illnesses. The model of combining interprofessional team training with disease-specific curriculum content appears to be an effective “next practice” in continuing professional development.

How to Cite: Hagestuen, R.A., Cohen, E.V., González-Ramos, G., Bassich, C., Beran, D., Book, E., Bradley, K.P., Briggs, J.L., Carter, J.H., Cohen, H.W., Di Minno, M., Gardner, J., Giroux, M., Holten, S., Imke, S., Joseph, R., Kornegay, D.D., Morgan, J.C., Simpson, P.A., Tomaino, C.M., VandenDolder, R.P., Walde-Douglas, M. and Wichmann, R., 2018. Development and Evolution of a Model Interprofessional Education Program in Parkinson’s disease: A Ten-year Experience. Health, Interprofessional Practice and Education, 3(3), p.eP1151. DOI: http://doi.org/10.7710/2159-1253.1151
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Published on 03 Oct 2018.
Peer Reviewed

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