ICARE: development of an interprofessional telehealth curriculum to promote Care access and Equity.
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| Title: | ICARE: development of an interprofessional telehealth curriculum to promote Care access and Equity. |
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| Authors: | Ramaswamy, Padmavathy (AUTHOR), Swails, Jennifer L (AUTHOR), Gandhi, Puja (AUTHOR), Chandra, Shivika (AUTHOR), Hu, Shirley L (AUTHOR), Buske, Samuel T (AUTHOR), Cardenas-Turanzas, Marylou (AUTHOR), Gilder, Chasisty L (AUTHOR), Lucas, Sydnee (AUTHOR), Champagne-Langabeer, Tiffany (AUTHOR) |
| Source: | Journal of Interprofessional Care. Jan/Feb2026, Vol. 40 Issue 1, p40-47. 8p. |
| Subjects: | Interdisciplinary education, Academic medical centers, Interprofessional relations, Pleasure, Respect, Research funding, T-test (Statistics), Statistical hypothesis testing, Medical care, Educational outcomes, Responsibility, Questionnaires, Pilot projects, Descriptive statistics, Social role, Randomized controlled trials, Telemedicine, Students, Patient-centered care, Pre-tests & post-tests, Surveys, Curriculum planning, Clinical competence, Family-centered care, Communication, Simulated patients, Research methodology, Videoconferencing, Conflict management |
| Geographic Terms: | Texas |
| Abstract: | Interprofessional education (IPE) improves health outcomes and is increasingly required by accreditation bodies for health professionals. Concurrently, telemedicine has become a popular method for providing healthcare. However, its implementation highlights disparities within underserved populations. The Improving Care Access and Realizing Equity (ICARE) Program was developed as a unique eight-week curriculum combining IPE, telemedicine, translator services, and partnership with underserved communities. This manuscript describes the impact of ICARE on IPE core competencies among 215 participating students from across a large academic health center. Most of the students were female (151), with a mean age of 26 years. These students represented a diverse array of fields – medicine (110), public health (51), nursing (40), biomedical informatics (11), biomedical science (2), and dentistry (1). We used the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), comparing pretest and posttest scores. Results revealed a significant improvement in posttest mean ICCAS scores (SD) of 5.60 (19.40) with p-value ≤.0001. Ultimately, students increased their perceived competency in collaboration, roles and responsibilities, collaborative patient-family-centered care, and team functioning. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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