Volume 38 Number 3 | June 2024

Thao Vu, MS, MLS (ASCP)CM, ASCLS Today Volunteer Contributor

Thao VuHow can we provide the learning opportunities needed to build a collaborative-ready healthcare workforce? Responding to a need to strengthen health systems and to establish innovative teaching approaches, the World Health Organization (WHO) published the Framework for Action on Interprofessional Education and Collaborative Practice in 2010. At the heart of this document, interprofessional education (IPE) stands as the educational framework in fostering a collaborative and united healthcare workforce. According to the WHO, “Interprofessional education occurs when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes.”

IPE for medical laboratory professionals has multifaceted benefits, including clearer communication, more productive collaboration, improved patient outcomes, and heightened awareness of the profession’s importance within healthcare.2,3,4 Medical laboratory professionals have a valuable role in healthcare, and their integration into interprofessional teams is important for optimizing patient outcomes.

Effective communication is a critical aspect of seamless healthcare delivery. IPE cultivates communication skills essential for conveying critical information across healthcare disciplines.3 Through simulated scenarios and interactive learning experiences, medical laboratory professionals develop proficiency in articulating laboratory findings, facilitating interdisciplinary dialogue, and promoting patient-centered care.1,4 Medical laboratory professionals have the potential to demonstrate their expertise in test utilization management, such as discussing technical aspects of assays, testing choices, and recommending reflex testing.4

“Incorporating interprofessional education represents movement towards a more integrated and patient-centered healthcare system, in which medical laboratory professionals are recognized as valuable members of the healthcare team.”

Through these interprofessional experiences, IPE serves as a platform for raising awareness regarding the indispensable role of medical laboratory professionals in healthcare. By actively engaging with colleagues from different health disciplines, medical laboratory professionals showcase the breadth and depth of their expertise and garner recognition for their contributions to overall patient care.3,4 Increased awareness fosters appreciation for medical laboratory professionals. That paves the way for enhanced collaboration and integration within the healthcare team.

Not only does IPE allow a learning environment to recognize medical laboratory professionals, the interprofessional experiences help medical laboratory students to gain a broader comprehension of the roles and responsibilities of different healthcare professions. Understanding the scope of practice of different healthcare professions enables medical laboratory professionals to contribute effectively within interdisciplinary teams, to foster mutual respect and appreciation, and ultimately enhance patient care.3,5 By participating in collaborative learning activities, medical laboratory professionals cultivate a shared understanding of collective goals.3,4 That fosters synergy within interprofessional teams and optimizes patient outcomes. The integration of medical laboratory professionals into interprofessional teams increases healthcare efficacy and patient outcomes.4 Through collaborative decision-making and shared responsibility, interprofessional teams harness the collective expertise of diverse healthcare professionals, leading to more accurate diagnoses, personalized treatment plans, and improved patient outcomes outcomes.2,4,5

IPE is a learning framework for optimizing team-based healthcare delivery. IPE fosters a collaborative culture among healthcare professionals and transcends disciplinary boundaries.3 By fostering understanding, communication, collaboration, and teamwork, IPE enhances healthcare efficacy, improves patient outcomes, and amplifies awareness of the important role played by medical laboratory professionals.2,4,5 Incorporating IPE represents movement towards a more integrated and patient-centered healthcare system, in which medical laboratory professionals are recognized as valuable members of the healthcare team.

References
  1. Brown, M. R., & Watts, P. (2016). Primer on Interprofessional Simulation for Clinical Laboratory Science Programs: A practical guide to structure and terminology. American Society for Clinical Laboratory Science, 29(4), 241–246. https://doi.org/10.29074/ascls.29.4.241
  2. O’Leary, N., Salmon, N., & Clifford, A. M. (2020). ‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-02356-2
  3. Salazar, J. H. (2017). Interprofessional education themes in a Clinical Laboratory Sciences curriculum. American Society for Clinical Laboratory Science, 30(2), 99–104. https://doi.org/10.29074/ascls.30.2.99
  4. Weber, B. W., & Mirza, K. (2022). Leveraging Interprofessional Education to improve physician/laboratory cooperation and patient outcomes. Medical Science Educator, 32(1), 239–241. https://doi.org/10.1007/s40670-021-01496-4
  5. World Health Organization. (2010). Framework for action on Interprofessional Education & Collaborative Practice. World Health Organization. https://www.who.int/publications-detail-redirect/framework-for-action-on-interprofessional-education-collaborative-practice

Thao Vu is Assistant Professor for the Department of Laboratory Sciences at the University of Arkansas in Little Rock, Arkansas.