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Collaboration among various professions often faces barriers owing to divergent perspectives, priorities, and expertise shaped by distinct socialization processes. These differences can hinder effectiveness, efficiency, and workforce well-being. The Extended Professional Identity Theory (EPIT) addresses this issue by fostering an interprofessional identity without weakening professional identities. Drawing from psychological theories, EPIT explains the coexistence of interprofessional and professional identities, and predicts associated behaviors. It also emphasizes the importance of combining interprofessional identity formation with developing interprofessional competencies and adapting to environmental factors to achieve synergy in (temporary or permanent) mixed profession groups. Introduced in 2018, EPIT research initially relied on the measurement of congruent interprofessional behaviors as indirect indicators of interprofessional identity that could not yet be measured. An experiment demonstrated that enhancing social identification in mixed profession groups with interprofessional assignments reduced the social hierarchy within 6 h across three meetings. The 2020 development of the Extended Professional Identity Scale (EPIS) confirmed interprofessional identity as a three-dimensional social construct. So far, several scientific studies have supported many propositions of EPIT. These propositions are related to dimensionality and various psychometric properties, cross-cultural similarities, evidence and clues for interprofessional identity formation, and its predictive validity in interprofessional education and collaborative practice. Türkiye is among several countries (e.g., the Netherlands, Belgium, Germany, Lithuania, Finland, and Indonesia) where EPIT-based interprofessional identity is being investigated. To illustrate contextual differences and their potential cross-cultural implications, it is valuable to explore how interprofessional identity adds value in the Turkish context. This approach facilitates understanding the regional implications of interprofessional identity, including interprofessional education initiatives, increased university engagement, the development of measurement instruments, challenges and future directions, and national and international collaborations. This paper aims to explain and clarify EPIT propositions compared to other theories, describe current evidence, and outline future research directions, with a focus on developments within the Turkish context as a showcase.

Background Short-term medical missions (STMMs) have witnessed a surge in participation, particularly among healthcare professionals and trainees from high-income countries (HICs) traveling to lower- and middle-income countries (LMICs) to provide care to underserved populations. Motivations for participation vary, with emotional and professional development cited as primary reasons. However, the effectiveness and long-term impact of STMMs remain inadequately researched, with critiques highlighting the lack of standardized evaluation, potential harm to host communities, and exacerbation of global health inequalities.Interprofessional Education and Collaborative Practice Opportunities The authors advocate for an integration of dental and optometric care within STMMs, considering the significant burden of oral diseases and vision impairment, particularly in LMICs. Dental and optometric professionals not only provide immediate relief but also contribute to health education and prevention efforts, addressing broader health determinants. The authors stress the importance of ethical decision-making, cultural sensitivity, and long-term collaboration with local stakeholders. They further highlight the important roles of interprofessional education and collaborative practice in addressing global health workforce shortages and strengthening healthcare systems. Emphasizing the need for longitudinal engagement and sustainable capacity building, they advocate for collaborative, multidisciplinary approaches focused on measurable community health gains.Practical Implications The authors call for a shift toward collaborative, community-led approaches in STMMs, guided by ethical principles, cultural humility, and a commitment to long-term engagement and capacity building. By fostering partnerships, promoting interprofessional education, and prioritizing local empowerment, STMMs have the potential to contribute meaningfully to global health equity and sustainable development.

Objectives: The care of women and their families around childbirth requires effective interprofessional collaboration of the midwifery and medical profession. Given the academisation of midwifery, early interaction between students of midwifery and medicine is both necessary and feasible. As there is a lack of comprehensive data on interprofessional education (IPE) for midwifery and medical students at higher education institutions in Germany, Austria, and Switzerland (DACH region), the aim was to identify existing IPE activities, and their curricular determination. Methods: The exploratory study was conducted in the DACH region over three months (Dec. 2022-Feb. 2023). Higher education institutions offering midwifery science and/or medicine were invited to participate in a web-based survey. The questionnaire focused on the structure and curricular implementation of IPE courses, on cooperation, financial support and more. Results: A total of 58 out of 96 invited institutions (60%) participated in the survey, of which 34 (59%) offered IPE. Eighteen institutions (19%) offered 32 IPE courses for midwifery and medical students through cooperation within faculty (n=8) and between faculties (n=10). Notably, most of these IPE courses (60%) were integrated into the required curriculum of both study programmes. Most IPE courses were offered without financial support (71%). Conclusion: The current status quo highlighted the existence of numerous IPE offers for midwifery and medical students in the DACH region that warrant further curricular integration of proven and well-established best practice examples to further enhance these initiatives. [ABSTRACT FROM AUTHOR]

• Research suggests that having students participate in interprofessional immersion can improve their ability to work as a team, value other team members and their confidence level, and strengthen core educational competencies. • Interprofessional education (IPE) is vital to healthcare because good team functioning is associated with good patient outcomes, increased staff satisfaction, and quality patient care. • IPE simulation experiences are pivotal to enhancing learners' knowledge, skills, and attitudes while concurrently emphasizing teamwork with other disciplines. Interprofessional education (IPE) is fundamental to healthcare because good team functioning is associated with good patient outcomes, increased staff satisfaction, and high quality of patient care. This paper will discuss an IPE collaboration at a university in Southwest Georgia in partnership with the local health care facility with nursing students and a variety of allied health students. The mission of the project was to facilitate interprofessional simulation opportunities and academic-practice partnerships among health care faculty, professionals, and students. The goals were to establish four interprofessional competency domains for collaborative practice: values/ethics, roles/responsibilities, interprofessional communication, and teamwork during an interdisciplinary simulation experience. At the completion of the collaborative IPE, participants from the respective educational disciplines were able to appreciate the four interprofessional competency domains. More IPE simulations are recommended to enhance learners' knowledge and skills. The collaboration among all health care students will lay the groundwork for more advanced learning activities and can offer immense opportunities for students to be "practice ready" graduates into the workforce which leads to improvements in patient outcomes. [ABSTRACT FROM AUTHOR]

Ipê is a plant of the Bignoniaceae family. Among the compounds extracted from this tree, lapachol is notable because its structural modification allows the production of β-lapachone, which has anticancer properties. The objective of this work was to test this hypothesis at a cellular level in vitro and assess its potential safety for use. The following tests were performed: MTT cell viability assay, apoptotic index determination, comet assay, and micronucleus test. The results showed that β-lapachone had a high cytotoxic capacity for all cell lines tested: ACP02 (gastric adenocarcinoma cells), MCF7 (breast carcinoma cells), HCT116 (colon cancer cells) and HEPG2 (hepatocellular carcinoma cells). Regarding genotoxicity, the exposure of cells to sublethal doses of β-lapachone induced DNA damage (assessed by the comet assay) and nuclear abnormalities, such as nucleoplasmic bridges and nuclear buds (assessed by the micronucleus test). All tested cell lines responded similarly to β-lapachone, except for ACP02 cells, which were relatively resistant to the cytotoxic effects of the compound in the MTT test. Our results collectively indicate that although β-lapachone showed antiproliferative activity against cancer cell lines, it also caused harmful effects in these cells, suggesting that the use of β-lapachone in treating cancer should be carried out with caution. [ABSTRACT FROM AUTHOR]

This short report is based on the 2022 Global IPE Situational Analysis Results e-Book that is available at . As an up-to-date global environmental scan of interprofessional education (IPE), this cross-sectional study investigated institutional, administrative, and system-level processes that support IPE program development and implementation globally. Conducted by InterprofessionalResearch.Global (IPR.Global), the survey included 17 quantitative questions that were analyzed at global and regional levels. Three open-text questions were thematically analyzed. In total, 152 institutions from six regions worldwide contributed to this study. Results revealed that only 51.97% of all responding institutions have an established IPE program, with Canada and the USA having the highest (84%) and Africa (26%) having the lowest numbers. Globally, 37.33% of respondents reported no formal leadership positions and 41.33% reported the absence of a designated IPE Director or Coordinator. In addition, IPE funding varies considerably across the world, with 32.65% of institutions reporting no financial support. Over 48.22% of respondents indicated their institutions are rarely or not involved in IPE-related scholarly work or research. The open-text analysis revealed that supportive senior leadership, a culture of collaboration, and recognition of IPE as a strategic direction and/or priority at the institutional level, could foster the successful implementation of IPE. On the other hand, inadequate administrative support, lack of funding, poor attitudes regarding IPE, and limited dedicated time for research, seemed to impair successful implementation of scholarly activities in the field. [ABSTRACT FROM AUTHOR]

Global financial cycles have become a growing concern for scholars and policymakers. Recent research has identified these cycles as originating in American markets, at least in part due to policy innovations in the United States. We articulate a previously unidentified, but powerful, mechanism that influence growth (and growth volatility) in the global economy: expansions in the American financial cycle disproportionately affect global credit conditions, leading to a higher incidence of gross capital inflow surges that subsequently create a boom‐bust growth dynamic in recipient economies. We evaluate this argument with an extensive empirical examination of 102 countries from 1975 to 2011 and find substantial support for the argument: US financial market developments produce capital flow cycles that challenge the ability of policymakers to stabilize their macroeconomies. We disaggregate capital flows and find that interbank lending plays a crucial role in driving these outcomes, with the results exhibiting a high degree of robustness to alternative specifications. Domestic policy tools alone may be insufficiently powerful to counteract volatility induced by these capital waves emanating from the core of the global financial system. [ABSTRACT FROM AUTHOR]

Research has indicated that interprofessional collaboration improves client outcomes, enhances work life, optimizes costs, and allows professionals to tackle complex situations with increased knowledge and creativity. However, the inherent barriers and challenges of developing effective interprofessional teams have been documented in the literature. This research explores whether teaching interprofessional collaboration improves students’ perceptions of their own interprofessional collaborative competencies. This research provides two experiential learning projects to teach interprofessional collaboration among behavioural psychology, engineering, and business students. In Study 1, interprofessional teams were presented with complex cases, and teams created a functional assessment and developed a function-based treatment using technology developed by the engineering students. During Study 2, community stakeholders provided interprofessional teams with community-based challenges. Students worked collaboratively to analyze why the challenge existed and created innovative solutions based on behavioural economics. Significant increases in the Interprofessional Collaborative Competency Attainment Scale scores were found in both studies. Sentiment analysis results suggested that most students felt that the interprofessional collaboration project benefitted them in terms of communication, collaboration, and synergy. Findings support the effectiveness of IEP in increasing student perceptions of their interprofessional collaborative competency.

The study aims to provide an overview of factors influencing interprofessional education (IPE).

ObjectiveTo explore the population health impact of treating all US adults eligible for the Reduction of Cardiovascular Events with Icosapent Ethyl-Intervention Trial (REDUCE-IT) with icosapent ethyl (IPE), we estimated (1) the number of ASCVD events and healthcare costs that could be prevented; and (2) medication costs.MethodsWe derived REDUCE-IT eligible cohorts in (1) the National Health and Nutrition Examination Surveys (NHANES) 2009-2014 and (2) the Optum Research Database (ORD). Population sizes were obtained from NHANES and observed first event rates (composite of cardiovascular death, nonfatal myocardial infarction, nonfatal stroke, unstable angina requiring hospitalization, or coronary revascularization) were estimated from the ORD. Hazard ratios from REDUCE-IT USA estimated events prevented with IPE therapy. The National Inpatient Sample estimated event costs (facility and professional) and daily IPE treatment cost was approximated at $4.59.ResultsWe estimate 3.6 million US adults to be REDUCE-IT eligible, and the observed five-year first event rate without IPE of 19.0% (95% confidence interval [CI] 16.6%-19.5%) could be lowered to 13.1% (95% CI 12.8%-13.5%) with five years of IPE treatment, preventing 212,000 (uncertainty range 163,000-262,000) events. We projected the annual IPE treatment cost for all eligible persons to be $6.0 billion (95% CI $4.7-$7.5 billion), but saving $1.8 billion annually due to first events prevented (net annual cost $4.3 billion). The total five-year event rate (first and recurrent) could be reduced from 42.5% (95% CI 39.6%-45.4%) to 28.9% (95% CI 26.9-30.9%) with five years of IPE therapy, preventing 490,000 (uncertainty range 370,000-609,000) events (net annual cost $2.6 billion).ConclusionsTreating all REDUCE-IT eligible US adults has substantial medication costs but could prevent a substantial number of ASCVD events and associated direct costs. Indirect cost savings by preventing events could outweigh much of the incurred direct costs.

This study examined the experiences of patients, Occupational Therapy (OT), Physiotherapy (PT) and Medicine learners, Providers, and Faculty, in implementing a Virtual Interprofessional (VIP) education initiative in two academic Family Medicine (FM) collaborative clinics. A qualitative descriptive study drew on a strength-based approach as part of the evaluation of the interfaculty VIP initiative. Participants involved in VIP care were conveniently sampled. Interviews were conducted with four patients, and focus groups were held with a total of 16 providers, preceptors and learners in OT, PT and FM. Data were analyzed using content analysis and managed using NVivo12. Four main categories emerged: 1) Challenges in implementing VIP care in FM; 2) Operational challenges, 3) Facilitators of VIP care in FM; and 4) Experiential learning outcomes and benefits of VIP care. This innovation supported knowledge and insights on interprofessional competencies acquired during practice, provided inclusive and comprehensive access to care for patients, and identified opportunities to enhance medical, OT and PT education in VIP care in FM. A collaborative approach with faculty from different disciplines (FM, School of Health Professions: OT and PT) can provide ongoing opportunities for VIP care for patients, and foster IP learning and acquisition of competencies for FM, OT and PT learners and providers. [ABSTRACT FROM AUTHOR]

Introduction: Active learning is a useful tool to enhance student engagement and support learning in diverse educational situations. We aimed to assess the efficacy of an active learning approach within a large interprofessional first year Medical Cell Biology module taken by six healthcare programmes across the School of Biomedical Sciences at Ulster University, United Kingdom.Materials and methods: An active learning approach was developed for weekly formative assessment using Smartwork to design a weekly interactive multiple-choice quiz to reinforce key concepts specifically for each lecture. We tracked and assessed student performance in the module overall and in each element of course work and exam for 2 years prior to and following the introduction of an active learning strategy to engage and support learning for students from all academic backgrounds and abilities.Results: Full engagement with active learning was significantly associated with an increased overall module performance as well as a significantly increased performance in each element of class test (No engagement vs. Full engagement, p < 0.001), exam (No Engagement vs. Full engagement, p < 0.05) and coursework (No engagement vs. Full engagement, p < 0.001) within this overall total (No Engagement vs. Full engagement, p < 0.01). Partial engagement with active learning was associated significantly improved class test (No engagement vs. partially engaged, p < 0.001) and coursework (No engagement vs. partially engaged, p < 0.05) performance. While a trend toward increased performance in exam and overall module mark was observed, these were not significant.Discussion: Active learning is a useful tool to support student learning across a range of healthcare programmes taken by students with differing backgrounds and academic abilities in an interprofessional and widening participation setting. Student engagement in active learning was highlighted as a key contributory factor to enhanced student performance in all aspects of assessment.

To assess the effect of treatment in survival studies, a randomized controlled trial (RCTs) is usually designed. Due to disease progression or other safety reasons, patients in the standard group may be allowed to switch to the experimental treatment. In such cases, estimation of the treatment effect is inevitably performed using naive methods such as intention-to-treat (ITT), per-protocol (PP), or more advanced methods such as the rank-preserving structural failure time (RPSFT) models or iterative parameter estimation (IPE). In some trials, people who progress early might be more likely to switch, and in other trials, people who progress late might be more likely to switch – depending on the characteristics of the disease and the drug being examined. So, this study simulated a new range of realistic scenarios with regard to patients' prognosis and investigated the performance of the adjusted methods in the early and late switching with respect to the median of the survival time. [ABSTRACT FROM AUTHOR]

Jean Lachaine,1,2 Jean-Nicolas Charron,2 Jean C Gregoire,3 Robert A Hegele,4 Lawrence A Leiter5 1University of Montreal, Montreal, QC, Canada; 2PeriPharm Inc., Montreal, QC, Canada; 3Institut de cardiologie de Montréal, Montreal, QC, Canada; 4Robarts Research Institute, London, ON, Canada; 5Li Ka Shing Knowledge Institute, St. Michael’s Hospital, University of Toronto, Toronto, ON, CanadaCorrespondence: Jean Lachaine, Faculty of Pharmacy University of Montreal, 2900 Edouard-Montpetit Blvd, Montreal, Quebec, H3T 1J4, Canada, Email jean.lachaine@umontreal.caBackground: Despite the use of statins, many patients with cardiovascular disease (CVD) have persistent residual risk. In a large Phase III trial (REDUCE-IT), icosapent ethyl (IPE) was shown to reduce the first occurrence of the primary composite endpoint of cardiovascular death, nonfatal myocardial infarction, nonfatal stroke, coronary revascularization, or hospitalization for unstable angina.Methods: We conducted a cost-utility analysis comparing IPE to placebo in statin-treated patients with elevated triglycerides, from a publicly funded, Canadian healthcare payer perspective, using a time-dependent Markov transition model over a 20-year time horizon. We obtained efficacy and safety data from REDUCE-IT, and costs and utilities from provincial formularies and databases, manufacturer sources, and Canadian literature sources.Results: In the probabilistic base-case analysis, IPE was associated with an incremental cost of &dollar;12,523 and an estimated 0.29 more quality-adjusted life years (QALYs), corresponding to an incremental cost-effectiveness ratio (ICER) of &dollar;42,797/QALY gained. At a willingness-to-pay of &dollar;50,000 and &dollar;100,000/QALY gained, there is a probability of 70.4% and 98.8%, respectively, that IPE is a cost-effective strategy over placebo. The deterministic model yielded similar results. In the deterministic sensitivity analyses, the ICER varied between &dollar;31,823-&dollar;70,427/QALY gained. Scenario analyses revealed that extending the timeframe of the model to a lifetime horizon resulted in an ICER of &dollar;32,925/QALY gained.Conclusion: IPE represents an important new treatment for the reduction of ischemic CV events in statin-treated patients with elevated triglycerides. Based on the clinical trial evidence, we found that IPE could be a cost-effective strategy for treating these patients in Canada.Keywords: cardiovascular diseases, icosapent ethyl, IPE, cost-effectiveness, cost per QALY

Ipê is a plant of the Bignoniaceae family. Among the compounds extracted from this tree, lapachol is notable because its structural modification allows the production of β-lapachone, which has anticancer properties. The objective of this work was to test this hypothesis at a cellular level in vitro and assess its potential safety for use. The following tests were performed: MTT cell viability assay, apoptotic index determination, comet assay, and micronucleus test. The results showed that β-lapachone had a high cytotoxic capacity for all cell lines tested: ACP02 (gastric adenocarcinoma cells), MCF7 (breast carcinoma cells), HCT116 (colon cancer cells) and HEPG2 (hepatocellular carcinoma cells). Regarding genotoxicity, the exposure of cells to sublethal doses of β-lapachone induced DNA damage (assessed by the comet assay) and nuclear abnormalities, such as nucleoplasmic bridges and nuclear buds (assessed by the micronucleus test). All tested cell lines responded similarly to β-lapachone, except for ACP02 cells, which were relatively resistant to the cytotoxic effects of the compound in the MTT test. Our results collectively indicate that although β-lapachone showed antiproliferative activity against cancer cell lines, it also caused harmful effects in these cells, suggesting that the use of β-lapachone in treating cancer should be carried out with caution.

Endang Lestari,1 Dian Apriliana Rahmawatie,1 Catur Leny Wulandari2 1Department of Medical Education, Faculty of Medicine, Universitas Islam Sultan Agung, Semarang, Central Java, Indonesia; 2Midwifery Program, Faculty of Medicine, Universitas Islam Sultan Agung, Semarang, Central Java, IndonesiaCorrespondence: Endang Lestari, Email endanglestari@unissula.ac.idIntroduction: COVID-19 pandemic has caused an impact on various sectors of life, including the education sector. During the COVID-19 pandemic, education from various levels could only be carried out online by utilizing various on-line media. In Health professional education context, one of the learning activities that must be shifted in online format was interprofessional education (IPE) program. This study aimed to evaluate students’ collaborative knowledge construction to evaluate the effectiveness of online interprofessional case-based learning (CBL) activities.Methods: This interventional study using quantitative and qualitative method involved a total of 476 students; consisted of 204 medical students, 39 midwifery students and 233 nursing students; who took part online interprofessional CBL. All students were divided into 34 mixed profession groups with 14 students each. To evaluate students’ collaborative knowledge construction during CBL, data were collected using the Maastricht Peer Activity Rating Scale (MPARS). Qualitative data exploring students’ perception regarding online IPE activity and their online CBL process were collected using Focus Group Discussion (FGD). Quantitative data were analysed using statistical tests, and the qualitative data were analysed using thematic analysis.Results: Students’ scores for constructive, collaborative, and motivational activities evaluated using MPARS were considered as average to high. However, nursing students scored the lowest compared to the other two fellow professions: medical and midwifery students, on all items of the MPARS. Medical students had the highest MPARS scores. Several themes could be explored during the FGD.Discussion: This study revealed that students could engage in collaborative knowledge construction in interprofessional education implementing online interprofessional CBL. However, students thought that offline collaborative practice will better improve team bonding which is considered as prominent aspect for collaboration. This thought gives idea to the implementation of hybrid online offline learning for IPE.Keywords: interprofessional education, IPE, case-based learning, CBL, online learning, Maastricht Peer Activity Rating Scale, MPARS

Interprofessional education (IPE) in medical radiation education is designed to enhance both student and longer-term patient outcomes. This scoping review aims to provide an overview of the available evidence and examine the effectiveness of IPE strategies used to enhance the development of medical radiation science (MRS) students. Medline, CINAHL, Cochrane Library and Emcare were searched for articles which employed an experimental study design to quantitatively assess the effectiveness of IPE for MRS students. Two reviewers screened and extracted relevant data independently. Critical appraisal was conducted using the JBI critical appraisal tool. Eighteen studies were included in this review. Diverse approaches to IPE were discovered, particularly in terms of the method of delivery, setting and duration of interventions. MRS students interact with many professions, particularly medical doctors and nurses. All studies which employed a control arm demonstrated statistically positive findings favoring IPE intervention(s). In pre-post studies, most IPE interventions reported significant positive differences after IPE was implemented. This entailed an enhanced perceived knowledge and understanding of other professions, and ability to undertake their role in the team. IPE was shown to be effective in enhancing students' perceptions and attitudes and to a limited extent, improve knowledge acquisition. Future research should assess long-term effects and patient-related outcomes. IPE in a variety of formats demonstrates positive results for MRS students; however, interventions which are longer-term, conducted in small groups, and performed earlier in the educational pathway, may demonstrate greater effectiveness. [ABSTRACT FROM AUTHOR]

Abstract Studies about the viability and vigor of seeds during storage, especially on the characterization of enzymatic changes, may increase the harvesting efficiency of immature seeds and guarantee their viability for a prolonged period. Therefore, this study aimed to evaluate the behavior of immature seeds of Tabebuia caraiba during storage. For this, thirty selected mother plants at the anthesis stage located in São João do Cariri and Sumé, Paraíba, Brazil were selected. Flowers of each tree were marked, and the fruits were harvested at 35, 42, and 49 days after anthesis (DAA) and characterized according to their maturation stages. The seeds from each maturation stage and city were packed in paper bags and stored in a refrigerator (6 ± 2 °C) for 360 days. The seed quality, seedling vigor, and enzymatic activity of superoxide dismutase (SOD), catalase (CAT), and peroxidase (POX) were evaluated at the beginning of the storage period and intervals of 90 days. The seeds of T. caraiba harvested at 35, 42, and 49 DAA maintained high viability for 360 days of storage. T. caraiba seeds stored for 360 days withstood with high vigor when harvested at 42 DAA. The CAT, SOD, and POX activity was correlated to the deterioration process of the seeds under storage conditions.

Abstract Background The value of interprofessional education (IPE) in nurturing healthcare professionals, and in shaping their professional identities, and their attitudes towards interdisciplinary teamwork and collaboration is established in the literature. IPE is an emerging concept in the Middle East and North Africa (MENA) region and is new to the United Arab Emirates (UAE). To date, the applicability and feasibility of IPE and of the corresponding collaborative practice in MENA countries remain largely unexamined. Purpose To investigate the effect of one of the first experiences of IPE in the UAE, which was purposefully designed in alignment with the principles of the Situated Learning Theory (SLT), on the readiness for interprofessional learning and collaboration among students of various healthcare disciplines in the UAE. Methods A pre-post intervention quantitative research design was adopted for this study. The intervention focused on communication skills, and consisted of 2 tailor-made case-based scenarios. A total of 90 students (40 medical, 16 nursing, 16 pharmacy, and 18 physiotherapy), spread across two sessions (1 session per academic year across 2 academic years), took part in the IPE intervention. Readiness for Interprofessional Learning Scale (RIPLS) was used as the pre- and post- intervention assessments; aggregate data was analyzed using SPSS. Results Of those who participated in the intervention (across both rounds), 77 participants responded to the pre-assessment (85. 6%) and 84 responded to the post-assessment (93. 3%). The IPE intervention under investigation significantly increased the level of readiness to engage in cross-disciplinary learning and collaboration among participating health professions’ students. In terms of the subscales, the participants’ openness to engage in teamwork was raised and their professional identity was fostered. Yet, no statistical significance around clarity of roles and responsibilities was detected. Conclusion The findings of this study encourage other universities in the MENA region to adopt IPE to improve future health professionals’ capacity to develop shared understanding and mutual respect within cross-disciplinary teams. This, ultimately, feeds into improved quality of care and patient outcomes.

Health professions programs lack sufficient exposure to geriatric education in curricula. The Seniors Assisting in Geriatric Education (SAGE) Program exposes interprofessional (IP) teams of health professions students to older adults. To determine the impact of an interprofessional geriatric educational experience on student perceptions of team collaboration and older adults. IP teams of three or four students (n = 662) representing eight disciplines from two institutions were paired with an older adult to promote person-centered care over three semesters. Students completed two online questionnaires (pre- and post-SAGE Program, ~10 min). 136 students completed both questionnaires. Three IP collaborative practice sub-competencies under the Roles & Responsibilities and Interprofessional Communication Core Competencies increased significantly from pre- to post-SAGE Program (p ≤ 0.002). Comparison of the means for attitudes toward geriatric patients revealed statistically significant improvement in one item, Compassion (p <.002). The SAGE Program had a positive impact on IP collaborative practice and attitudes toward older people in some, but not all, areas. [ABSTRACT FROM AUTHOR]

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The third decade of the 21st century has witnessed more tensions, instabilities, and new alliances in the Indo-Pacific/Asia-Pacific region due to intensifying rivalry and strategic competition between the US Indo-Pacific Strategy (IPS) and China's Belt and Road Initiative (BRI), two grand strategies of the US and China respectively. This article aims to assess the Rules-Based International Order (RBIO) and comprehend Biden's IPS, particularly exploring how the Indo-Pacific Economic Framework (IPEF) may impact China's BRI. This paper argues that RBIO is debatable and not universal. It is also argued that while the IPEF unveiled by President Biden represents a strategically important step forward, a long-term US genuine commitment to its implementation to counter China's BRI is essential. The methodology of this research is primarily based on secondary literature and official documents. This study concludes that although China is reluctant to pay too much attention to the US IPEF in its official statements, China is concerned about this economic initiative. The paper also concludes that because of the intense US-China rivalry, new alliances will emerge in the region leading to a new cold war or new world order. [ABSTRACT FROM AUTHOR]

Despite the important International Political Economy (IPE) scholarship on the impact of neoliberal marketisation on women in the Global South, the linkages with reproductive and informal work are often neglected, as is its interaction with multi-level varieties of patriarchy. Developing a theoretical framework merging social reproduction theory and varieties of gender regimes, this article examines how women navigate market and non-market pressures during the ongoing processes of Uzbek agrarian marketisation. By applying the concept of domestic and public patriarchy to analyse the gendered practices of food production and reproduction in Uzbekistan, the article unpacks the household-led and state-led forms of dispossession and exploitation of women's work in everyday life and investigates why women's position has not improved as a result of marketisation. The paper contributes to feminist IPE in two ways. By bringing together two strands of gender theories, it explores the link between the institutional and cultural connotation and the economic 'valuation' of women's work. Along these lines, it examines the weaknesses of the policy solutions proposed by the neoliberal development governance in the Global South. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) has grown in popularity over the years because it is effective in training future health professionals and serves as the engine of productivity in healthcare-related research. The research team, consisting of higher education faculty in various health profession disciplines, conducted a systematic review of existent IPE literature targeting both graduate and under-graduate students. The main purpose of the systematic review was to categorize research and analyze IPE studies to determine sub-constructs that entail both barriers and facilitators often related to occurrences in primary provider, learner, and researcher IPE initiatives. If identified, IPE training and related curriculum plans were also analyzed in this review. The research team wanted to identify any/all potential instances of the use of research activities in coordination with IPE training to identify underlying constructs to support future college and program-specific andragogy initiatives. Review results demonstrate three categorical constructs related to IPE initiatives in higher education health professions programs (provider, learner, and researcher stakeholder perspectives). Results further demonstrate provider IPE challenges surrounding limited resources and a willingness to participate, while both patient experience and teamwork foci were identified as common IPE session themes. Further, the learners' perspectives included a challenge related to a willingness to participate, as well as the patient experience focus. Review constructs were further validated using supplementary topic modeling. To the best of our knowledge, this is the first study that combined systematic review with a supplementary topic modeling. Findings support ongoing pedagogy and research efforts related to IPE activities for health professions programs in higher education. [ABSTRACT FROM AUTHOR]

The widespread use of mobile devices has popularized the idea of indoor navigation. The Wi-Fi fingerprint method is emerging as an important alternative indoor positioning method for GPS usage difficulties. This study utilizes RSSI signals with three preprocessed states (raw, preprocessed with the path loss adapted, and exponential transformed) to train and test an artificial neural network (ANN). A systematic approach to the determination of neuron numbers in the hidden layers and activation functions of ANN is provided. The ANN is trained by the artificial bee colony algorithm. Five ML methods have been employed for estimation. The best performance has been achieved with ABC-ANN by the path loss adapted database with the MAE of 1.01 m. The estimation done using processed RSSI values has better performance than raw RSSI values. In addition, 33% less error occurs with the mentioned method compared to the data set source study. [ABSTRACT FROM AUTHOR]

Cognitive radio network (CRN) is a growing technology targeting more resourcefully exploiting the available spectrum for opportunistic network usage. By the concept of cognitive radio, the wastage of available spectrum reduced about 30% worldwide. The key operation of CRN is spectrum sensing. The sensing results about the spectrum are directly proportional to the performance of the network. In CRN, the final result about the available spectrum is decided by combing the local sensing results. The presence or participation of attackers in the network leads to false decisions and the performance of the network will be degraded. In this work, an optimized artificial neural network (ANN) based aggressor classification algorithm is proposed. The performance of ANN improved by using the Immune plasma optimization (IPO) algorithm which is inspired by human immune system response for COVID-19 disease. Results indicate that the proposed IP optimized ANN produces better results in terms of attacker detection accuracy, energy, packet delivery ratio and delay of the network. The results show that the proposed method has 32% accuracy rate improvement's, 16% energy savings, 40% packet delivery ratio improvements and 30% overall delay reductions than the existing methods. [ABSTRACT FROM AUTHOR]

Collaboration among various professions often faces barriers owing to divergent perspectives, priorities, and expertise shaped by distinct socialization processes. These differences can hinder effectiveness, efficiency, and workforce well-being. The Extended Professional Identity Theory (EPIT) addresses this issue by fostering an interprofessional identity without weakening professional identities. Drawing from psychological theories, EPIT explains the coexistence of interprofessional and professional identities, and predicts associated behaviors. It also emphasizes the importance of combining interprofessional identity formation with developing interprofessional competencies and adapting to environmental factors to achieve synergy in (temporary or permanent) mixed profession groups. Introduced in 2018, EPIT research initially relied on the measurement of congruent interprofessional behaviors as indirect indicators of interprofessional identity that could not yet be measured. An experiment demonstrated that enhancing social identification in mixed profession groups with interprofessional assignments reduced the social hierarchy within 6 h across three meetings. The 2020 development of the Extended Professional Identity Scale (EPIS) confirmed interprofessional identity as a three-dimensional social construct. So far, several scientific studies have supported many propositions of EPIT. These propositions are related to dimensionality and various psychometric properties, cross-cultural similarities, evidence and clues for interprofessional identity formation, and its predictive validity in interprofessional education and collaborative practice. Türkiye is among several countries (e.g., the Netherlands, Belgium, Germany, Lithuania, Finland, and Indonesia) where EPIT-based interprofessional identity is being investigated. To illustrate contextual differences and their potential cross-cultural implications, it is valuable to explore how interprofessional identity adds value in the Turkish context. This approach facilitates understanding the regional implications of interprofessional identity, including interprofessional education initiatives, increased university engagement, the development of measurement instruments, challenges and future directions, and national and international collaborations. This paper aims to explain and clarify EPIT propositions compared to other theories, describe current evidence, and outline future research directions, with a focus on developments within the Turkish context as a showcase., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Reinders, Başer Kolcu and Kolcu.)

As the state has become more susceptible to global pathologies, public policy scholars have found increasingly common ground with their IPE cousins. The development of these relatively young fields of study – increasingly they are sub-disciplines – has been commensurate but rarely intersecting. Yet contemporary maelstroms of global politics, economics, health, and security, span borders with ease, and increasingly force us to recognise, reconsider, and reconceptualise the overlapping realms of the national and international. In so doing, we must overcome the disciplinary distinctions. In this article, we traverse the prominent in-built disciplinary imperatives and methodologies that have kept these two disciplines from concerted inter-operability or, at least, interchange of theories and concepts. To do so, we begin by presenting a brief overview of the conceptual pedigrees and trajectories of these disciplines, before drawing attention to the prominent prevailing overlaps, ‘trespasses’ and tensions as they specifically relate to policy convergence and diffusion, and policy transfer. We proceed to specify a reconciliation of these tensions through, in the third section, a brief study of the growth of global administrations, administrators, and administrative spaces. This, we contend, stands as a paradigm case of how reconciled IPE/public policy concepts can produce enhanced theoretical and substantive insights into the transnationalising political world.

Interprofessional education (IPE) prepares healthcare students for collaboration in their future careers. The purpose of this study was to determine which aspects of the IPE Program in Anatomy at McMaster University contributed to the development of healthcare student's interprofessional skills. Q‐methodology was used to identify the students' common viewpoints of the IPE experience. A total of 26/28 (93%) of students in the course from the medical, nursing, midwifery, physician assistant, occupational therapy, and physiotherapy programs participated in this study. Students were asked to sort a Q‐sample of 43 statements about the IPE dissection course derived from previous qualitative studies of the program. Using the centroid factor extraction and varimax rotation, three salient factors (groups) emerged, namely: (1) Anatomy IPE Enthusiasts, (2) Practical IPE Advocates, and (3) Skeptical IPE Anatomists. The Anatomy IPE Enthusiasts believed that students from different disciplines brought unique anatomical knowledge and each group member guided others through difficult material. The Practical IPE Advocates expressed that they would be stronger advocates for interprofessional teams in the future because of the course. The Skeptical IPE Anatomists strongly disagreed that learning with students from different disciplines helped them gain an understanding of their roles in the context of other healthcare professionals and felt that there was little benefit from the IPE program compared to other non‐interprofessional programs. These findings about student attitudes are critical to drive an evidence‐based evolution of the IPE dissection course, since students' perceptions can have a profound influence on interprofessional collaboration in the workplace. [ABSTRACT FROM AUTHOR]

The article discusses teaching effect evaluation system of ideological and political teaching based on supervised learning. It discusses supervised learning-based teaching evaluation approach (SL-TEA) has been proposed to focus on supervised learning from ideas about machine learning technology discusses that Ideological and Political Education (IPE) has a variety of criteria may be used to define media accessible for open and distance learning and discussed other advantages of online learning.

Background: The value of interprofessional education (IPE) in nurturing healthcare professionals, and in shaping their professional identities, and their attitudes towards interdisciplinary teamwork and collaboration is established in the literature. IPE is an emerging concept in the Middle East and North Africa (MENA) region and is new to the United Arab Emirates (UAE). To date, the applicability and feasibility of IPE and of the corresponding collaborative practice in MENA countries remain largely unexamined. Purpose: To investigate the effect of one of the first experiences of IPE in the UAE, which was purposefully designed in alignment with the principles of the Situated Learning Theory (SLT), on the readiness for interprofessional learning and collaboration among students of various healthcare disciplines in the UAE. Methods: A pre-post intervention quantitative research design was adopted for this study. The intervention focused on communication skills, and consisted of 2 tailor-made case-based scenarios. A total of 90 students (40 medical, 16 nursing, 16 pharmacy, and 18 physiotherapy), spread across two sessions (1 session per academic year across 2 academic years), took part in the IPE intervention. Readiness for Interprofessional Learning Scale (RIPLS) was used as the pre- and post- intervention assessments; aggregate data was analyzed using SPSS. Results: Of those who participated in the intervention (across both rounds), 77 participants responded to the pre-assessment (85. 6%) and 84 responded to the post-assessment (93. 3%). The IPE intervention under investigation significantly increased the level of readiness to engage in cross-disciplinary learning and collaboration among participating health professions' students. In terms of the subscales, the participants' openness to engage in teamwork was raised and their professional identity was fostered. Yet, no statistical significance around clarity of roles and responsibilities was detected. Conclusion: The findings of this study encourage other universities in the MENA region to adopt IPE to improve future health professionals' capacity to develop shared understanding and mutual respect within cross-disciplinary teams. This, ultimately, feeds into improved quality of care and patient outcomes. [ABSTRACT FROM AUTHOR]

Context:As obesity has become increasingly widespread, scientists seek better ways to assess and modify built and social environments to positively impact health. The applicable methods and concepts draw on multiple disciplines and require collaboration and cross-learning. This paper describes the results of an expert team׳s analysis of how key disciplinary perspectives contribute to environmental context-based assessment related to obesity, identifies gaps, and suggests opportunities to encourage effective advances in this arena. Evidence acquisition:A team of experts representing diverse disciplines convened in 2013 to discuss the contributions of their respective disciplines to assessing built environments relevant to obesity prevention. The disciplines include urban planning, public health nutrition, exercise science, physical activity research, public health and epidemiology, behavioral and social sciences, and economics. Each expert identified key concepts and measures from their discipline, and applications to built environment assessment and action. A selective review of published literature and internet-based information was conducted in 2013 and 2014. Evidence synthesis:The key points that are highlighted in this article were identified in 2014-2015 through discussion, debate and consensus-building among the team of experts. Results focus on the various disciplines׳ perspectives and tools, recommendations, progress and gaps. Conclusions:There has been significant progress in collaboration across key disciplines that contribute to studies of built environments and obesity, but important gaps remain. Using lessons from interprofessional education and team science, along with appreciation of and attention to other disciplines׳ contributions, can promote more effective cross-disciplinary collaboration in obesity prevention.

Abstract Background High-quality patient care is a complex phenomenon that requires collaboration among healthcare professionals. Research has shown that Interprofessional Education (IPE) carries promise to improve collaborative work and patient care. So far, collaboration among various health professionals remains a challenge. Very few focus group discussions to determine the medical students’ readiness and positive attitudes towards IPE have been reported from the Arabian context. Methods A two-staged sequential mixed methods study was conducted among medical, dental, pharmacy, and health sciences students of the University of Sharjah United Arab Emirates. The perspectives of students toward IPE and collaborative practice were first gathered by administering a validated instrument, Readiness for Interprofessional Learning Scale (RIPLS). This was followed by focused group discussions. A quantitative as well as a qualitative data analysis was performed. Results This study cohort included 282 students. All respondents showed readiness to adopt IPE as all statements of the RIPLS inventory scored high median scores. All participants showed positive attitudes and readiness towards IPE. Three main domains of themes were generated from focus group discussions; prior knowledge, need for IPE framework and its implementation. Information workload, lack of clarity and less focused teaching pedagogies of IPE were considered as perceived barriers. Conclusion This study demonstrated a substantial agreement of medical and health sciences students towards readiness and perceived effectiveness of IPE. Educators are urged to embed new IPE programs into existing curricular frameworks, which can potentially enhance collaborative learning and improve quality of patient care.

This article argues that intelligence agencies are actors in the global political economy. Two key arguments are advanced: firstly, that states use intelligence-commerce to secretly pursue economic, strategic aims, which they have to publicly shun for political or normative reasons. Secondly, that states' specific use of intelligence-commerce is related to their structural position within the international political economy. To demonstrate that the use of intelligence-commerce exceeds regime-type and straddles the presumed, strict boundary of ‘democratic' and ‘authoritarian' intelligence, this article uses Iraqi and West German intelligence-commerce as two, related empirical examples. The article applies an understanding of the state as a bundle of practices organized around the hegemonic principles of nationalism and raison d’etat, which manifest both discursively and materially in intelligence agencies, and discusses research methodologies in the data-scarce context of intelligence scholarship. [ABSTRACT FROM AUTHOR]

Being the most globally traded commodity in terms of monetary value, energy remains one of the important shapers of interstate relations. States' quest to secure exports and imports of energy resources and the resultant efforts to govern energy flows have created numerous phenomena that have been of immediate interest to international relations (IR) scholars. However, few studies have so far aimed to systematically examine how energy relations shape global politics. One important reason for this paucity relates to the lack of a dataset with wide spatiotemporal coverage that allows for such systematic analysis. The Global Energy Relations Dataset (GERD), featured in this study, aims to facilitate systematic analyses of energy relations in IR. The dataset offers yearly energy flow data for all country-pairs around the globe between 1978 and 2014. The data are compiled from major international and national agencies that offer reliable data on energy trade. Standardized over megajoules, the data are offered in directed-dyadic (exporter-importer) and monadic (country-only) format. The data are further broken down by resource (i.e., coal, oil, gas, and electricity) whenever possible. Preliminary analyses indicate energy relations exhibit considerable variance among pairs of states and over time, and that trade in some energy resources may pacify relations more than others. Correlating this variance with canonical variables used in international relations points to promising areas of research. Al ser el producto más comercializado en todo el mundo en términos de valor monetario, la energía sigue siendo uno de los principales factores que determinan las relaciones entre los estados. El afán de los estados por garantizar las exportaciones e importaciones de los recursos energéticos y las acciones resultantes para controlar los flujos de energía crearon numerosos fenómenos que generaron un interés inmediato en los especialistas en relaciones internacionales (RR. II.). Sin embargo, son pocos los estudios que, hasta ahora, analizaron de manera sistemática cómo las relaciones en materia de energía configuran la política mundial. Un motivo importante de esta escasez de estudios es la falta de un conjunto de datos con una amplia cobertura espacio-temporal que permita dicho análisis sistemático. El Conjunto de datos de las relaciones energéticas mundiales (Global Energy Relations Dataset, GERD), presentado en este estudio, tiene como objetivo facilitar el análisis sistemático de las relaciones en materia de energía en las RR. II. El conjunto de datos ofrece todos los años información sobre el flujo de energía para todos los pares de países del mundo entre 1978 y 2014. Los datos proceden de los principales organismos internacionales y nacionales que ponen a disposición información confiable sobre la comercialización de la energía. Estandarizados en megajulios (MJ), los datos se ofrecen en formato diádico (exportador-importador) y en formato monádico (país solo). Los datos se desglosan, además, por recursos (es decir, carbón, petróleo, gas y electricidad), siempre que sea posible. Los análisis preliminares indican que las relaciones energéticas presentan una considerable variación entre los estados pares y con el paso del tiempo, y que la comercialización de algunos recursos energéticos puede pacificar las relaciones más que otros. La correlación de esta variación con las variables canónicas utilizadas en las relaciones comerciales es un indicador de campos de investigación prometedores. En tant que produit de base occupant la plus grande place dans le commerce international en termes de valeur monétaire, l'énergie reste l'un des facteurs importants qui façonnent les relations interétatiques. La quête de sécurisation des exportations et des importations de ressources énergétiques des États et les efforts qui en résultent pour régir les flux énergétiques ont donné lieu à de nombreux phénomènes qui ont suscité un intérêt immédiat des chercheurs en relations internationales (RI). Cependant, seules quelques études ont jusqu'ici eu pour objectif d'examiner systématiquement la manière dont les relations énergétiques façonnaient la politique mondiale. L'une des principales raisons de cette insuffisance est l'absence d'un jeu de données à large couverture spatio-temporelle qui permettrait une telle analyse systématique. Le Jeu de données sur les relations énergétiques mondiales (GERD, Global Energy Relations Dataset) présenté dans cette étude a pour objectif de faciliter les analyses systématiques des relations énergétiques en RI. Ce jeu de données fournit des données annuelles sur les flux énergétiques de 1978 à 2014 pour toutes les paires de pays du monde entier. Les données ont été compilées après avoir été recueillies auprès des principales agences nationales et internationales consacrées à l'énergie qui offrent des données fiables sur le commerce d'énergie. Les données sont normalisées en mégajoules (MJ) et fournies au format dyadique avec direction (exportateur/importateur) et au format monadique (pays seulement). Elles sont par ailleurs réparties par ressource (c-à-d, charbon, pétrole, gaz et électricité) dès que possible. Les analyses préliminaires indiquent que les relations énergétiques présentent une variance considérable entre les paires d'États et au fil du temps et que le commerce de certaines ressources énergétiques plus que d'autres peut pacifier des relations. La corrélation de cette variance avec des variables canoniques utilisées en relations internationales met en évidence des domaines de recherche prometteurs. [ABSTRACT FROM AUTHOR]

The ipê belongs to the Bignoniaceae Family, which has approximately 120 genera and 800 species, the largest genus belonging to this family is Tabebuia, found with great diversity in South America, due to its tropical and subtropical climate. Due to the enormous variety of plants of this genus, it was necessary to create a division based on their specific characteristics: Tabebuia, Handroanthus (exclusive to represent the species existing in Brazil) and Roseodendron. This work sought to gather information on the antimicrobial and phytochemical activity of substances found in the Bignoniaceae family, respectively, in the genera: Tabebuia rosea-ipê rosa; Handroanthus impetiginosus- purple ipe; Handroanthus albus-ipe yellow; Tabebuia roseo-alba-ipê (white) through the extraction of lapachol. With the present study, it is possible to evidence the great benefits arising from the extracts of ipês. However, the scarcity of studies of this type is clear, this fact makes it difficult to disseminate proof of the beneficial effects of ipês. [ABSTRACT FROM AUTHOR]

Empowering social work students to address structural challenges and inequalities on their university campus through partnerships with other disciplines is an opportunity to engage in interprofessional education experiences. This article presents a social work student-led initiative to develop an interprofessional group on their college campus to address the emotional and racial climate. This article recommends ways to create interprofessional education opportunities on college campuses to bring awareness to health issues faced by vulnerable groups. Recommendations and implications for social work education and practice are offered. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND AND CONTEXTGlobally, the coronavirus disease 2019 (COVID-19) pandemic has highlighted the need for better interprofessional collaboration and teamwork. When disciplines have worked together to undertake testing, deliver care and administer vaccines, progress against COVID-19 has been made. Yet, teamwork has often not happened, wasting precious resources and stretching health-care workforces. Continuing to train health professionals during the pandemic is challenging, particularly delivering interprofessional education that often uses face-to-face delivery methods to optimise interactional learning. Yet, continuing to offer interprofessional education throughout the pandemic is critical to ensure a collaboration-ready health workforce. One example is continuing the established INVOLVE (Interprofessional Visits to Learn Interprofessional Values through Patient Experience) interprofessional education initiative. ASSESSMENT OF PROBLEMEducators have not always prioritised interprofessional education during the pandemic, despite its immediate and long-term benefits. The INVOLVE interprofessional education initiative, usually delivered face-to-face, was at risk of cancellation. RESULTSA quality improvement analysis of the strategies used to continue INVOLVE demonstrated that it is possible to deliver interprofessional education within the constraints of a pandemic by using innovative online and hybrid educational strategies. Educators and students demonstrated flexibility in responding to the sudden changes in teaching and learning modalities. STRATEGIESWhen pandemic alert levels change, interprofessional educators and administrators can now choose from a repertoire of teaching approaches. LESSONSFour key lessons have improved the performance and resilience of INVOLVE: hold the vision to continue interprofessional education; be nimble; use technology appropriately; and there will be silver linings and unexpected benefits to the changes.

This article examines the implications of the rise of new powers in the Global South for a central principle of global order: the distinction between the 'North' and the 'South', or 'developed' and 'developing countries', that emerged in the second half of the twentieth century. In doing so, we assess whether, and if so, how, the increasing tension between the binary 'North–South' distinction and growing heterogeneity within the Global South – as evidenced by the rise of emerging economies – has been reflected in the rules of multilateral trade policymaking. In the case of the World Trade Organization (WTO), the 'North–South' categorisation forms the basis of the legal principle of Special and Differential Treatment (SDT) that grants special rights to developing countries. To trace the evolution of SDT, we analyse legal developments and processes of contestation based on our conceptualisation of possible options for adaptation: graduation, individualisation and fragmentation. Drawing on a dataset of WTO decisions and agreements from 1995 to 2019, we find that the group of developing countries increasingly competes with other groups of disadvantaged countries for equity-based differential treatment. The resulting fragmentation contributes to the unmaking of the North–South distinction as a central ordering principle in global trade politics. [ABSTRACT FROM AUTHOR]

As the state has become more susceptible to global pathologies, public policy scholars have found increasingly common ground with their IPE cousins. The development of these relatively young fields of study – increasingly they are sub-disciplines – has been commensurate but rarely intersecting. Yet contemporary maelstroms of global politics, economics, health, and security, span borders with ease, and increasingly force us to recognise, reconsider, and reconceptualise the overlapping realms of the national and international. In so doing, we must overcome the disciplinary distinctions. In this article, we traverse the prominent in-built disciplinary imperatives and methodologies that have kept these two disciplines from concerted inter-operability or, at least, interchange of theories and concepts. To do so, we begin by presenting a brief overview of the conceptual pedigrees and trajectories of these disciplines, before drawing attention to the prominent prevailing overlaps, 'trespasses' and tensions as they specifically relate to policy convergence and diffusion, and policy transfer. We proceed to specify a reconciliation of these tensions through, in the third section, a brief study of the growth of global administrations, administrators, and administrative spaces. This, we contend, stands as a paradigm case of how reconciled IPE/public policy concepts can produce enhanced theoretical and substantive insights into the transnationalising political world. [ABSTRACT FROM AUTHOR]

BACKGROUND AND CONTEXT: Globally, the coronavirus disease 2019 (COVID-19) pandemic has highlighted the need for better interprofessional collaboration and teamwork. When disciplines have worked together to undertake testing, deliver care and administer vaccines, progress against COVID-19 has been made. Yet, teamwork has often not happened, wasting precious resources and stretching health-care workforces. Continuing to train health professionals during the pandemic is challenging, particularly delivering interprofessional education that often uses face-to-face delivery methods to optimise interactional learning. Yet, continuing to offer interprofessional education throughout the pandemic is critical to ensure a collaboration-ready health workforce. One example is continuing the established INVOLVE (Interprofessional Visits to Learn Interprofessional Values through Patient Experience) interprofessional education initiative. ASSESSMENT OF PROBLEM: Educators have not always prioritised interprofessional education during the pandemic, despite its immediate and long-term benefits. The INVOLVE interprofessional education initiative, usually delivered face-to-face, was at risk of cancellation. RESULTS: A quality improvement analysis of the strategies used to continue INVOLVE demonstrated that it is possible to deliver interprofessional education within the constraints of a pandemic by using innovative online and hybrid educational strategies. Educators and students demonstrated flexibility in responding to the sudden changes in teaching and learning modalities. STRATEGIES: When pandemic alert levels change, interprofessional educators and administrators can now choose from a repertoire of teaching approaches. LESSONS: Four key lessons have improved the performance and resilience of INVOLVE: hold the vision to continue interprofessional education; be nimble; use technology appropriately; and there will be silver linings and unexpected benefits to the changes. [ABSTRACT FROM AUTHOR]

Abstract Background Arguably, Medical School curricula are deficient in learning opportunities related to the safe and effective use of medicines, in particular antimicrobials. Infection management is complex and multidisciplinary, and learning opportunities should reflect these principles. Aligned to the complexity of the subject matter, simulation and interprofessional based teaching are methods that can foster the collaborative skills required of future healthcare professionals. There have been calls to develop these methods in the teaching of safe prescribing and the management of infections; however, reports of such studies are limited. Methods We developed an interprofessional education (IPE) conference for second year undergraduate medical and pharmacy students based in the North East of England. We considered contact theory in the design of three small group interprofessional workshops, on the broad themes of antimicrobial stewardship, infection management and patient safety. A mixed methods approach assessed students’ attitudes towards IPE, barriers and facilitators of learning, and perceived learning gains. Qualitative data from workshop evaluation forms were analysed thematically, while quantitative data were analysed descriptively and differences between medical and pharmacy cohorts analysed using unpaired two-tailed t-tests. Results 226/352 students returned the workshop evaluation forms (66% of pharmacy students, 62% of medical students). 281/352 students responded to a series of Likert scale questions on the value of interprofessional education (88% of pharmacy students, 70% of medical students). Students reported acquisition of knowledge and skills, including concepts and procedures related to infection management and antimicrobial prescribing, and the development of problem-solving and critical evaluation skills. Students reflected on their attitude towards interprofessional collaboration. They reported a greater understanding of the roles of other healthcare professionals, reflected on the importance of effective communication in ensuring patient safety, and were more confident to work in interprofessional teams after the conference. Conclusions A robust IPE event, theoretically underpinned by contact theory and developed collaboratively, achieved interprofessional learning at scale and helped develop healthcare professionals willing to collaborate across disciplines. The resources, and evaluation insights based on the 3P (presage, process, and product) model of learning and teaching, will be of value to other educators who seek to develop theoretically-sound IPE interventions.

Abstract Background There is agreement among educators and professional bodies that interprofessional education needs to be implemented at the pre-registration level. We performed a systematic review assessing interprofessional learning interventions, measuring attitudes towards interprofessional education and involving pre-registration medical students across all years of medical education. Methods A systematic literature review was performed using PubMed, PsycINFO, EThOS, EMBASE, PEDro and SCOPUS. Search terms were composed of interprofession*, interprofessional education, inter professional, inter professionally, IPE, and medical student. Inclusion criteria were 1) the use of a validated scale for assessment of attitudes towards IPE, and results for more than 35 medical students; 2) peer-reviewed articles in English and German, including medical students; and 3) results for IPE interventions published after the 2011 Interprofessional Education Collaborative (IPEC) report. We identified and screened 3995 articles. After elimination of duplicates or non-relevant topics, 278 articles remained as potentially relevant for full text assessment. We used a data extraction form including study designs, training methods, participant data, assessment measures, results, and medical year of participants for each study. A planned comprehensive meta-analysis was not possible. Results This systematic review included 23 articles with a pre-test-post-test design. Interventions varied in their type and topic. Duration of interventions varied from 25 min to 6 months, and interprofessional groups ranged from 2 to 25 students. Nine studies (39%) reported data from first-year medical students, five (22%) from second-year students, six (26%) from third-year students, two (9%) from fourth-year students and one (4%) from sixth-year students. There were no studies including fifth-year students. The most frequently used assessment method was the Readiness for Interprofessional Learning Scale (RIPLS) (n = 6, 26%). About half of study outcomes showed a significant increase in positive attitudes towards interprofessional education after interventions across all medical years. Conclusions This systematic review showed some evidence of a post-intervention change of attitudes towards IPE across different medical years studied. IPE was successfully introduced both in pre-clinical and clinical years of the medical curriculum. With respect to changes in attitudes to IPE, we could not demonstrate a difference between interventions delivered in early and later years of the curriculum. Trial registration PROSPERO registration number: CRD42020160964 .