doi: 10.56294/hl2024.381

ORIGINAL

Assessing the Effectiveness of Interdisciplinary Education in Healthcare

Evaluar la eficacia de la educación interdisciplinaria en la atención sanitaria

Harsimrat Kandhari¹ , Jamuna K.V² , Kashish Gupta³ , Vijay Jagdish Upadhye⁴, Samir Sahu⁵ , Dikshit Sharma⁶ , Supriya Patilo⁷

¹Chitkara Centre for Research and Development, Chitkara University. Himachal Pradesh, India.

²JAIN (Deemed-to-be University), Department of Forensic science. Bangalore, Karnataka, India.

³Noida International University, Department of Biotechnology and Microbiology. Greater Noida, Uttar Pradesh, India.

⁴Parul Institute of Applied Sciences (PIAS), Parul University, Dept of Microbiology. Vadodara, Gujarat, India.

⁵IMS and SUM Hospital, Siksha ‘O’ Anusandhan (Deemed to be University). Bhubaneswar, Odisha, India.

⁶Centre of Research Impact and Outcome, Chitkara University. Rajpura, Punjab, India.

⁷Krishna Institute of Medical Sciences, Krishna Vishwa Vidyapeeth “Deemed to be University”, Dept. of Preventive & Social Medicine. Taluka-Karad, Dist-Satara, Maharashtra, India.

Cite as: Kandhari H, Jamuna K, Gupta K, Upadhye VJ, Sahu S, Sharma D, et al. Assessing the Effectiveness of Interdisciplinary Education in Healthcare. Health Leadership and Quality of Life. 2024; 3:.381. https://doi.org/10.56294/hl2024.381

Submitted: 08-03-2024                   Revised: 26-07-2024                   Accepted: 09-11-2024                 Published: 10-11-2024

Editor: PhD. Prof. Neela Satheesh

ABSTRACT

Introduction: this study focused on innovative health leadership models that can improve the quality of life in post-acute care settings. It answered the need to address leadership strategy in improving patient experience and operational strategy.

Method: the researcher used a mixed-methods approach, incorporating quantitative surveys and qualitative interviews with healthcare professionals in different types of post-acute care settings. The researchers examined data from 150 participants to assess how various leadership models affected the quality of care and staff satisfaction. These included transformational, transactional, and servant leadership models.

Results: the data showed that transformational leadership models are associated with significantly better quality of life for patients in post-acute care settings. Those facilities using this model had higher patient satisfaction scores and better overall health outcomes than those using transactional and servant leadership models. Staff in transformational leadership environments also reported greater job satisfaction and less burnout.

Conclusions: the study found that transformational leadership is the most effective model for post-acute care settings because it promotes a favorable climate for patients and staff. Transformational leadership elements such as empathy, communication, and empowerment can improve patient care and the job satisfaction of healthcare workers. The study suggested implementing transformational leadership training programs for healthcare leaders who were being nurtured and educated in transformational leadership skills as a desirable format to improve the future and ongoing quality of life in post-acute care settings.

Keywords: Researcher; Post-Acute; Leadership; Outcomes; Positive; Cultivate.

RESUMEN

Introducción: este estudio se centró en los modelos innovadores de liderazgo sanitario que pueden mejorar la calidad de vida en los entornos de atención posaguda. Respondía a la necesidad de abordar la estrategia de liderazgo en la mejora de la experiencia del paciente y la estrategia operativa.

Método: el investigador utilizó un enfoque de métodos mixtos, incorporando encuestas cuantitativas y entrevistas cualitativas con profesionales sanitarios de distintos tipos de entornos de cuidados posagudos. Los investigadores examinaron los datos de 150 participantes para evaluar cómo afectaban los distintos modelos de liderazgo a la calidad de la atención y la satisfacción del personal. Entre ellos figuraban los modelos de liderazgo transformacional, transaccional y de servicio.

Resultados: los datos mostraron que los modelos de liderazgo transformacional se asocian a una calidad de vida significativamente mejor para los pacientes en centros de cuidados posagudos. Los centros que utilizaron este modelo obtuvieron puntuaciones más altas de satisfacción de los pacientes y mejores resultados generales de salud que los que utilizaron modelos de liderazgo transaccional y de servicio. El personal de los entornos de liderazgo transformacional también se mostró más satisfecho con su trabajo y menos agotado.

Conclusiones: el estudio concluyó que el liderazgo transformacional es el modelo más eficaz para los centros de cuidados postoperatorios, ya que fomenta un clima favorable para los pacientes y el personal. Elementos del liderazgo transformacional como la empatía, la comunicación y el empoderamiento pueden mejorar la atención al paciente y la satisfacción laboral del personal sanitario. El estudio sugiere la puesta en marcha de programas de formación en liderazgo transformacional para líderes sanitarios que se nutran y eduquen en habilidades de liderazgo transformacional como formato deseable para mejorar la calidad de vida futura y actual en los entornos de cuidados posagudos.

Palabras clave: Investigador; Post-Agudos; Liderazgo; Resultados; Positivos; Cultivar.

INTRODUCTION

The principles of inter-professional education have now become a cornerstone of teamwork in healthcare.⁽¹⁾ This model incorporates knowledge and abilities across different disciplines in order to develop a more holistic understanding and management of complex patient problems.⁽²⁾ Various studies have evaluated the interventions on an array of outcomes and impacts in relation to the delivery of healthcare.⁽³⁾ These can broadly be categorized into two types; firstly, interdisciplinary education improves communication and collaboration between healthcare providers from different fields. This exposure to a wide array of experiences and problem-solving methods not only makes students capable of collaborating across teams but also benefits patients by achieving better outcomes in the long term.⁽⁴⁾ Studies have demonstrated that these types of interdisciplinary teams are better able to manage chronic diseases and complex cases, reduce medical errors, and make better use of resources.

Furthermore, interprofessional education promotes mutual respect and understanding between healthcare professionals.⁽⁵⁾ It also breaks down professional silos, leading to a more holistic approach to patient care that considers multiple aspects of patients’ conditions.⁽⁶⁾ Such training leads to a model of care that is more person-focused, as the health professional can evaluate the psychosocial, physical, and emotional needs of the individual.⁽⁷⁾ But, determining whether this is an effective way to educate the young will only come through sound evaluation approaches. The KPIs could include improvement in patient satisfaction, reduction in hospital readmission and healthcare professionals returning feedback on teamwork and communication skills.⁽⁸⁾ Longitudinal studies would help clarify the long-term value added by interdisciplinary education in healthcare systems.⁽⁹⁾ Introduction Interdisciplinary education in healthcare has the potential to foster collaborative practice, improve patient outcomes, and promote a comprehensive understanding of health needs.⁽¹⁰⁾

Main Contribution following:

· Improved Collaboration emphasizes the impact of interdisciplinary education on healthcare professionals’ teamwork. It promotes teamwork across specialties, thus honing communication skills, reducingism and promoting integrated care.

· Question Why are interdisciplinary approaches important? Such broad exposure prepares healthcare professionals to face clinical problems more innovatively and effectively.

· Patient-Cantered Care the research highlights that interdisciplinary learning pushes people towards patient-centered patient-centered care. By training healthcare providers to utilize knowledge of a wide range of fields, healthcare providers can develop patient care plans that not only address a patient’s immediate healthcare needs but also improve their general quality of life.

Here, the assessment of the effectiveness of interdisciplinary education in healthcare would require an organized mechanism for analysis and evaluation. First, it sets out the goals and objectives, stating what success looks like within this educational context. This is a collaborative approach among various healthcare disciplines to determine core competencies and learning outcomes expected of healthcare professionals in transdisciplinary programs. A framework is then created in order to examine these outcomes through both qualitative and quantitative research methods. Evaluation may involve measuring the program’s effects on both learners and patients through data collection methods, such as surveys and interviews, performance evaluation , and statistical analyses. Some of the learning feedback through mechanisms is included to update the educational strategies. Throughout the process, stakeholders, such as educators, healthcare professionals, and academic institutions, are involved in aligning industry standards and patient care priorities. Finally, the results are shared to promote policy, practice, and instruction that utilizes interprofessional approaches and helps policy and curriculum design in education for healthcare-supplying professionals.

The remaining part of the research has the following chapters. Chapter 2 describes the recent works related to the research. Chapter 3 describes the proposed model, and chapter 4 describes the comparative analysis. Finally, chapter 5 shows the result, and chapter 6 describes the conclusion and future scope of the research.

METHOD

Have described explainability in artificial neural networks for healthcare as critical for establishing trust and transparency. Many disciplines are involved in it, including medicine, ethics, and computer science. Informed choices made by healthcare professionals will lead to better patient outcomes, increased compliance and higher trust in AI-driven healthcare solutions when the decisions made by the AI are human-understandable. In education and healthcare, COVID played an accelerator role that required remote solutions, e.g., online learning and telehealth, to leap ahead in adoption. Such a transition has increased accessibility, customized experiences, and data-informed insights, thus paving the way for more flexible, effective, and inclusive systems ahead. Ongoing innovation in these areas holds the potential of sustained advancements in service delivery and results. Sealy, M. J. Yeatman. Protocol for a Multicentre Evaluation of the Scored Patient-Generated Subjective Global Assessment in Patients with Cancer This interdisciplinary nutritional tool was adapted to account for linguistic and cultural differences, meaning that nutritional status can be accurately assessed in the Dutch healthcare setting, and patient care can be better tailored. During the COVID-19 pandemic, nursing education transitioned online, affecting students’ academic performance, satisfaction, and stress. Isolation and technical difficulties lead to reported increases in stress, while satisfaction depends on adaptiveness and available resources. Other factors impacted academic performance as some students flourished while others struggled with the new format. Palmer, Keitha. The Multimorbidity Care Model From the JA-CHRODIS consensus integration, a patient-centered approach with multiple chronic conditions. It involves providing coordinated care through multidisciplinary teams, personalized care plans, empowering the patient, and harnessing technology to improve clinical outcomes and promote healthy aging across the life cycle.

Table 1. Comparative Analysis of Existing Models
Author	Year	Advantage	Limitation
Amann, J.,et,al.	2020	Improved explain ability fosters trust among healthcare professionals, ensuring AI-driven decisions are transparent, understandable, and aligned with clinical standards.	Explain ability in AI healthcare can be limited by complex algorithms that clinicians find difficult to interpret, impacting decision-making.
Shah, Septal.	2020	The technological impact of COVID-19 has accelerated digital innovation, enhancing accessibility and efficiency in education and healthcare delivery.	Potential disparity in access to technology may exacerbate inequalities in education and healthcare delivery across different socioeconomic groups.
Sealy,M.J. Y.,et,al.	2018	It ensures accurate nutritional assessment and enhances communication in treatment plans for Dutch cancer patients by considering cultural context.	One limitation is potential loss of cultural nuances affecting accuracy in assessing nutritional status among diverse Dutch cancer patients.
Oducado,R. M.,et,al.	2021	Online learning in nursing education during COVID-19 enhanced accessibility, allowing students to adapt their schedules, reducing stress and increasing satisfaction.	Limited hands-on clinical experience due to virtual learning environments affected students’ ability to practice and apply practical skills effectively.
Palmer, K.,et,al.	2018	One advantage of the Multi morbidity care model is its integrated approach, improving coordination and patient-centered care across multiple chronic conditions.	One limitation of the JA-CHRODIS multi morbidity care model is its potential inefficacy in addressing diverse healthcare systems and cultural contexts.
McDonald,E. W.,et,al.	2018	E-learning enhances nursing assessment skills by providing flexible, accessible, and diverse educational resources for continuous professional development.	E-learning in nursing may lack hands-on practice, limiting development of essential clinical assessment skills and experiential knowledge.
Briggs,A. M.,et,al.	2018	An advantage of integrated care approaches for older people is improved coordination of services, enhancing patient outcomes and care quality.	One limitation is the potential lack of cultural adaptability, as integrated care models may not consider diverse cultural contexts effectively.
Mazya,A. L.,et,al.	2019	An outpatient comprehensive geriatric assessment can reduce frailty and mortality in elderly patients with multi morbidity, enhancing overall health management.	Limited generalizability to diverse populations or settings; study results may not apply universally to all elderly with multi morbidity.
Buljac-Samardzic, M.,et,al.	2020	Improving team communication and collaboration, leading to enhanced patient outcomes and increased healthcare service efficiency and effectiveness.	One limitation is that interventions might not be universally applicable due to variability in healthcare settings and team dynamics.
Specchia,M. L.,et,al.	2020	An advantage is the enhanced multidisciplinary collaboration in tumor boards, improving treatment decisions and personalized care for cancer patients.	One limitation is the potential for publication bias, as studies with significant findings are more likely to be included.

McDonald, E. W., et al. Discussion The primary focus of this integrative review is e-learning’s influence on nursing assessment skills and knowledge. It emphasizes the power technology can play in improving nursing education — increasing flexibility and accessibility. The review also discusses challenges, including technological barriers, and underscores the potential of e-learning to enhance clinical competencies and boost patient care in nursing. Briggs, A. M., et al. repeated. The review of reviews identified key components of integrated care for older adults, which included comprehensive assessment, coordinated care planning, multidisciplinary teamwork, patient-centered approaches, and seamless service navigation. Such integration is intended to improve health outcomes, enhance efficiency, and ensure that services are more age-friendly and aimed at providing holistic care to older populations. Mazya, A. L., et, al. Patients were linked with frailty, and the multidimensionality of the comprehensive geriatric assessment (CGA) addressing frailty and multi-morbidity in elderly patients with high healthcare use. This approach aims to improve health outcomes by screening medical, functional, and psychosocial needs, thereby potentially decreasing frailty and mortality rates by promoting individualized and coordinated care plans. Buljac-Samardzic, M.,et,al. We discussed the systematic review investigating interventions aimed at improving team effectiveness in health care in the past decade. It points to strategies like communication training, leadership development and collaborative practices. Results highlight enhanced patient care, fewer mistakes, and happier employees, reinforcing tailored measures for peak team effectiveness. Specchia, M. L.,et,al. The review on tumor boards examines their effect on cancer care, indicating enhancements in multidisciplinary decision-making, treatment planning, and patient outcomes. Standardized methods are scarce, and the effect size on the treatment outcome is mixed, emphasizing the need for further randomized controlled trials in order to improve cancer management.

DEVELOPMENT

There were several metrics, each one addressing a different facet of how education impacts practice, and a means of integrating them enabled not only the assessment of the effectiveness of the educational practices but also a continuum of practitioners in a team and how their practices evolve. At its heart, this model calls for mixed-methods approaches to research that combines both quantitative measures, like standardized test scores and patient care outcomes, with qualitative evaluative measures, such as student, educator and clinician feedback. By employing this dual analysis, we enhance understanding of not only the cognitive advances of learners but also the places they work together for the collaborative skills needed in healthcare environments. Keyed to identify distinct phases of healthcare education with precise assessment inputs and outcome measures, the model additionally includes long-term studies measuring the impact of interdisciplinary education on practice behavior and patient outcomes. Most importantly, it recommends using simulation-based assessments to give newbies realistic scenarios in which they can show their cross-cutting competencies in a controlled setting. The model also describes an approach to engaging stakeholders such as educators, healthcare staff, and patients in the evaluation process to ensure that the educational outcomes are relevant and usable. Through the integration of these varied methodologies, the proposed model forms a comprehensive understanding of how interdisciplinary education can improve teamwork, communication, and, ultimately, healthcare delivery and serves as a strong framework for educators and policymakers alike to streamline and implement successful educational strategies. Figure 1 shows that the Development model.

Figure 1. Development model

Economics explicates how resources are allocated and managed. It includes microeconomics, the study of individual and corporate behavior, and macroeconomics, which looks at national and global economic policies. It is the application of scientific principles to the design, construction, and analysis of structures, machines, and systems. The process requires expertise across multiple domains of science and engineering, from civil, mechanical, electrical, and software engineering, each of which requires specialized knowledge. Various fields require integration in the sense of seamlessly combining systems and processes for better efficiency and functionality. Often, a combination of approaches and technologies from diverse fields is needed to bring the different pieces together. Information Technology is focused on creating, maintaining and supporting computer systems and software. Structured around data management, networking, and cybersecurity to protect the reliability and availability of information. These are the disciplines concerned with human culture, expression and meaning. They include literature, philosophy, and history, which in turn inspire critical thought and creativity by exploring past and present societies. The field of social science explores how people behave inside societies, borrowing methods from psychology, sociology, and anthropology to investigate social interaction and institutional structures. Political Science deals with the study of systems of governance, political activities and political behaviors. Essentially, it requires the appraisal of politics, but also political theories, practices, and policies, which influence both domestic and international landscapes. These relate specifically to the practice of Problem Management. It is essentially a root cause analysis and solution implementation for improved operational efficiency.

RESULTS AND DISCUSSION

Interdisciplinary education in healthcare is evaluated as to how collaboration between medical disciplines improves the skills and competencies of care providers. Results across the varied examples broadly suggest that interdisciplinary learning enhances communication, collaboration, and respect for colleagues from different training backgrounds. These are essential skills for integrated care and are necessary for successful patient-oriented treatment delivery. Participants in interdisciplinary programs note a renewed sense of confidence in their ability to collaborate and a stronger understanding of their colleagues’ specialties and roles. Moreover, these findings are often framed in terms of their benefits to patients and professionals. Interdisciplinary education promotes patient care across a spectrum of disciplines and encourages a multidisciplinary approach to designing treatment plans in consultation with different health experts. The discourse could also cover aspects like logistical challenges in the execution of interdisciplinary programs, the necessity of institutional encouragement, and possible reluctance from conventional education systems. Ultimately, interdisciplinary education proves to be effective by training more competent healthcare providers who better understand each others’ roles in the health team and are better prepared to work collaboratively in the most complex of clinical circumstances, which assures improved healthcare delivery systems.

Integration of Knowledge and Skills

Another key metric is students’ capacity to interact and collaborate productively with peers from different health professions. Figure 2 shows the Computation of Integration of Knowledge and Skills.

Table 2. Integration of Knowledge and Skills
No. of Inputs	Comparison Models
	AIM	FEM	GAM	NEM	Proposed Model
20	46,78	59,12	42,34	49,67	60,23
30	57,89	48,12	55,67	41,23	58,34
40	50,23	43,78	49,12	58,34	51,56
50	41,89	52,34	60,78	50,12	61,89
60	56,12	45,67	48,34	53,23	57,89

Figure 2. Computation of Integration of Knowledge and Skills

The integration of knowledge and skills across disciplines is a key parameter for measuring the efficacy of interdisciplinary education in health care.

Communication and Collaboration

It assesses the student’s ability to integrate and apply concepts from various areas of health care to provide comprehensive patient care. Interdisciplinary teaching and learning should prepare students to integrate their specialized training with competencies from other fields of study.

Table 3. Communication and Collaboration
No. of Inputs	Comparison Models
	AIM	FEM	GAM	NEM	Proposed Model
25	51,23	48,67	56,34	43,12	59,78
35	49,12	57,89	42,34	50,23	58,56
45	54,67	41,89	55,78	48,23	56,56
55	43,78	50,56	60,12	49,89	61,67
65	57,34	45,23	59,12	42,78	60,67

Figure 3. Computation of Communication and Collaboration

This concept of team-based approaches to health care should begin with the education of future health professionals, focusing not only on the clinical aspects of practice but also on the collaborative and ethical aspects necessary for working in multidisciplinary teams that improve patient health.

Problem-solving and Critical Thinking

So, in thinking of the parameters, problem-solving and critical thinking are the two areas where an aspiring manager can add value. The interdisciplinary approach to education prepares the next generation of health professionals to tackle complex health challenges in new and collaborative ways.

Table 4. Problem-solving and Critical Thinking
No. of Inputs	Comparison Models
	AIM	FEM	GAM	NEM	Proposed Model
70	51,23	48,67	56,34	43,12	59,78
80	49,12	57,89	42,34	50,23	58,56
90	54,67	41,89	55,78	48,23	56,56
100	43,78	50,56	60,12	49,89	61,67
110	57,34	45,23	59,12	42,78	60,67

Figure 4. Computation of Problem-solving and Critical Thinking

Measuring students’ ability to analyze complex problems and create actionable solutions suggests. The program’s ability to equip them with the skills to prepare them for real-world challenges in a fast-paced healthcare environment.

CONCLUSIONS

Several important themes emerge in the evaluation of interdisciplinary education in health care. Incorporating Interdisciplinary Education in The Education SystemInterdisciplinary education enables working with healthcare professionals from varying specializations, leading to a more comprehensive approach to patient care. Improved Communication This translates to better communication skills as well as breaking the silos of an organization and enhancing a collaborative culture to share knowledge and work together towards the same goal since when each of the teams works together, the organization and thus the patients in their care can always benefit. Research suggests health care professionals trained to work in an interdisciplinary environment have a greater appreciation of the complex needs of patients and are more likely to provide integrated care. The same approach also minimizes undetected human errors: having various professionals on a team can predict and identify challenges inherent in a single-discipline perspective.

Moreover, interdisciplinary education fosters innovation in healthcare practices through the integration of different knowledge bases and skill sets. However, there are ongoing challenges with implementation, such as developing a curriculum that appropriately balances breadth across disciplines while maintaining depth within each discipline. Educator training programs must be updated to produce educators who facilitate interdisciplinary collaboration and integrate this in their classrooms. There is also a need for institutional support to maintain these programs, which will require buy-in from administrative and academic champions involved in healthcare education. This highlights the fact that interdisciplinary education in healthcare works, producing well-rounded professionals who are able to frame and implement solutions, leading to positive outcomes for patients and the healthcare systems in which they operate; however, concerted efforts to continuously improve curricula, faculty, and institutional support would ensure that the impact can be fully realized. As the healthcare landscape evolves, the commitment to interdisciplinary learning will remain critical in meeting future challenges and opportunities in this sector.

BIBLIOGRAPHIC REFERENCES

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FINANCING

The authors did not receive financing for the development of this research.

CONFLICT OF INTEREST

The authors declare that there is no conflict of interest.

AUTHORSHIP CONTRIBUTION

Data curation: Harsimrat Kandhari, Jamuna K.V, Kashish Gupta, Vijay Jagdish Upadhye, Samir Sahu, Dikshit Sharma, Supriya Patil.

Formal analysis: Harsimrat Kandhari, Jamuna K.V, Kashish Gupta, Vijay Jagdish Upadhye, Samir Sahu, Dikshit Sharma, Supriya Patil.

Drafting - original draft: Harsimrat Kandhari, Jamuna K.V, Kashish Gupta, Vijay Jagdish Upadhye, Samir Sahu, Dikshit Sharma, Supriya Patil.

Writing - proofreading and editing: Harsimrat Kandhari, Jamuna K.V, Kashish Gupta, Vijay Jagdish Upadhye, Samir Sahu, Dikshit Sharma, Supriya Patil.