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Early health profession learners hold stereotypes about their own and other professions. Socialising students through interprofessional education (IPE) early in their training facilitates the development of their beliefs and values surrounding their professional and interprofessional identities. This study evaluates the effect of a 3-week, virtual IPE intervention in early health professional learners.

Background: During the COVID-19 pandemic, teledermatology became a popular mode of health care delivery. Thus, deciphering which diagnoses are best suited for synchronous video visits is important to guide providers on appropriate patient care. Methods: We conducted a retrospective study of 1,647 submitted synchronous video visits from September 1, 2020 to March 31, 2021 at a single, large academic institution. Results: Video visits' follow-up rate was significantly associated with diagnosis subtype (p < 0.001). Compared with patients with skin lesions and nonskin dermatologic conditions, patients with a rash had higher odds of being recommended to have their follow-up visit as a video visit (odds ratio [OR] = 0.222, p < 0.001; OR = 0.296, p < 0.001). Patients with a rash had lower odds of being recommended to have their follow-up visit as an in-person office visit when compared with skin lesions (OR = 9.679, p < 0.001), nonskin dermatologic conditions (OR = 4.055, p < 0.001), and other skin dermatologic conditions (OR = 2.23, p < 0.01). Demographically, employed, middle-aged patients with private insurance made up the majority of video visit usage. African American patients were less likely to utilize a video visit compared with Asian patients (OR = 2.06, p < 0.038). Conclusions: Certain dermatologic diagnoses, most notably rashes, are more conducive to video visit management. Rashes made up 86% of new patient video visits, were more likely to have video visit follow-up if needed and were more likely to not require further follow-up indicating that the management of rashes from initial diagnosis to completion in care is suitable for video visit management. [ABSTRACT FROM AUTHOR]

The Longitudinal Interprofessional Family-Based Experience (LIFE) was developed to address the need for longitudinal, experiential IPE opportunities that bring students together with real patient-family units with an intentional plan for multiple qualitative and quantitative evaluation measures. LIFE engaged 48 early learners from eight health science schools at a large midwestern university in ongoing team skill-based interactions coupled with real patient experiential learning over 11 weeks. Student teams were introduced and encouraged to apply the socio-ecological model (SEM) and social determinants of health (SDH) while collaboratively exploring the impact of the patient-family's interface with the healthcare system and community during two consecutive patient-family interviews. A creative collaboration with the health system's Office of Patient Experience, provided eight patients who had experienced chronic illness and treatment in the healthcare system, who engaged with the learners as both teachers as well as evaluators in this experience. LIFE is a framework model that has applicability and adaptability for designing, implementing, and sustaining experiential IPE. Initial summary data regarding outcomes for students are presented as well as considerations to increase accessible and sustainable authentic IPE experiences through untapped patient and community collaborations. [ABSTRACT FROM AUTHOR]

AIMS: As integration of interprofessional education (IPE) events gains traction in health sciences, there is an increased need to recruit and train faculty to facilitate student groups from multiple health care disciplines. This report describes a framework used to effectively recruit and prepare faculty as facilitators for a large-scale, one-time IPE event. We detail recruitment strategies, training tools, facilitators' perceptions about the training, and recommendations for future training, PROCEDURES: Faculty were recruited via email to facilitate an IPE student group of 8-10 learners for an in-person, one-time event. Before the event, faculty facilitators received a Welcome Video and Guidebook providing a description of their role, best practices of facilitation, and scripts. On the event day, facilitators engaged in a face-to-face session to familiarize themselves with the Guidebook and best practices. After the event, facilitators received an email to thank them and invite their participation in a survey regarding perceptions of the training. Data were collected on 2018 and 2019 facilitators. Descriptive statistics were calculated for Likert scales or agreement survey items, and thematic analysis was completed for open-ended questions. RESULTS: Over two offerings of the event, 235 faculty facilitators across 10 academic units participated in 2018 and 2019. Most facilitators felt prepared (92,5% average across 2018 and 2019), the Guidebook was helpful (91%), and an increased interest in IPE (78.5%). Written responses indicated engaging diverse students as the main challenge, Fifty-three percent of facilitators in 2019 were newly recruited. CONCLUSIONS: This work demonstrates an effective training program with a hybrid self-directed and in-person approach that adequately prepares faculty to facilitate IPE discussions. Inclusion of academic unit leaders for recruiting and acknowledging faculty facilitation may add value to the IPE event. [ABSTRACT FROM AUTHOR]

The article focuses on the clinical presentation, diagnosis and management of actinic prurigo, an idiopathic photodermatosis triggered by UV exposure, characterized by pruritic papules and plaques primarily affecting sun-exposed areas of the skin, with associated ocular manifestations and a strong genetic component and treatment options including photo protection, topical corticosteroids and potential use of immunomodulatory agents.