Interprofessional Team Reasoning Framework as a Tool for Case Study Analysis with Health Professions Students: A Randomized Study
Bibliographic record
Abstract
Background: This pilot study evaluated the efficacy of the Interprofessional Team Reasoning Framework (IPTRF) to facilitate teaching and learning case studies with health professions students.Methods and Findings: Eighteen interprofessional students were randomized to teams of six and were videotaped while completing a case. Team 1 (control) received only the case; team 2 received the case plus framework; and team 3 received the case, framework, and was shown videotaped examples of interprofessional interactions. The primary endpoint was students’ perceptions of interprofessional skills as measured pre and post intervention using a modified Team Skills Scale. The secondary endpoint was student performance as assessed by blinded individuals using a standardized rubric. The results revealed that students’ perceptions of team skills were significantly improved in team 2 and team 3 but not team 1. Students’ performance of their case as assessed by blinded faculty was significantly better in team 3 compared with teams 1 and 2.Conclusions: In this study of six disciplines, the IPTRF, in combination with modeled examples of interprofessional communication, was an effective tool to teach skills necessary to workup a patient case, which included collaboration, communication, and values/ethics. As the landscape of interprofessional education evolves, tools like the IPTRF will facilitate incorporation of these skills into health professions education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.045 | 0.014 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.004 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".