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As in other areas of healthcare, the quality of patient care in the field of sport science and sports medicine (SSSM) could benefit from interprofessional collaboration between the professions involved. As a prerequisite, healthcare providers in the SSSM field should be equipped with positive attitudes and perceptions toward interprofessional collaboration (IPC) and interprofessional education (IPE), however detailed investigations are lacking. This study aimed to collect and compare socio-demographic data as well as interprofessional attitudes of SSSM professionals from an international perspective. Subjects were invited via professional SSSM organizations, personal networks and social media to participate in a cross-sectional online survey. Three-hundred and twenty complete datasets of SSSM professionals from the regions USA (n = 83), Canada (n = 179) and Europe (n = 58) were evaluated. In this survey, socio-demographic data as well as attitudes toward IPC and IPE using the 4 subscales of the University of West of England interprofessional Questionnaire (UWE-IP) were collected and analyzed with descriptive and inferential statistics. In the socio-demographic data, there was a diversity of participants representing different regional healthcare, sports and educational framing conditions. On average, in all regions clear positive attitudes were shown in the UWE-IP subscales communication & teamwork, interprofessional learning and interprofessional relationship, whereas in the subscale interprofessional interaction negative perceptions were observed on average across all regions. Significant effects of participants' demographic variables region, age and gender on some of the subscales were detected. Practitioners in the SSSM field have a high willingness and a beneficial preparedness for IPC and IPE, however, the framing conditions and the systems the respondents surveyed are working in do not support IPC. Interprofessional settings in learning and in workplace (e.g., theme-centred workshops, patient-centred case studies, health promotion activities) may help to improve interprofessional interactions in SSSM. [ABSTRACT FROM AUTHOR]

Writing objective tests to assess higher level thinking can be a challenge.Because the Board of Certification examination is primarily structured as an objective test utilizing multiple choice items, it is essential that athletic training students are assessed regularly with tests using multiple choice items to allow them to gain experience in the performance of these examinations.The structure of a multiple choice item consists of a stem and four options with one correct option and three distractors. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic impacted interprofessional education and collaborative practice (IPECP), and global educators collaborated to mitigate the impact. This report reflects the innovations of the global network InterprofessionalResearch.Global (IPR.Global), exploring adaptations and emerging practices in IPECP, and formation of the COVID-19 Taskforce. In response to widespread change and crisis in the pandemic, the Taskforce mobilized global collaboration by forming working groups which led to IPECP innovations through IPR.Global reports, publications, and knowledge forums. Tuckman's theory of group formation is used to explore interprofessional group structures and to understand how network members adapted and collaborated effectively through stages of group development. By leveraging the strengths of IPR.Global, an established global network, adaptations could be made to sustain IPECP in the pandemic, sharing and exploring experiences of emerging best practice through collaborations, group working and knowledge mobilization. Whilst the pandemic impacted IPECP across the world, global networks and teams were key to developing, advancing, and sustaining interprofessional innovations. Through exploring the lessons learned, future collaborations can consider how to promote knowledge mobilization, and sustainability within the global community of practice and advance IPECP by considering team formation theory.

Student-athlete well-being is a key objective for individuals working with or for university athletic departments. This paper will describe how a university athletic department used a team approach to enhancing student-athlete health and well-being. The Interprofessional Education Collaborative (IPEC) Core Competencies of (1) Values and Ethics; (2) Roles and Responsibilities; (3) Communication; and (4) Teams and Teamwork provide a guiding framework for interprofessional collaboration. (IPC; Interprofessional Education Collaborative, 2023). However, significant barriers exist in implementing IPC in university athletic departments and little research exists on how to overcome these barriers in university athletic departments to enhance student-athlete wellness. To address this gap, this paper will first provide a review of the literature on athlete well-being, followed by an applied section that describes the experience of an interprofessional wellness team (IWT) consisting of a clinical sports psychology doctoral student, a licensed mental health professional, an athletic trainer, and a sports dietitian. A case vignette is used to demonstrate how IPEC core competencies are operationalized by the team to address athlete health and well-being through IPC. Recommendations on the further implementation of IPC centered around student-athlete well-being will be provided.

In 2018, the Clinical Education Task Force (CETF) of ASAHP presented five recommendations to address clinical education needs. In 2019, the ASAHP Interprofessional Education Task Force (IPTF) established a regional summit for academic and industry constituents to improve health professional education and training. This article describes the steps taken to render a one-day St. Louis regional summit to receive stakeholder feedback on the nationally published recommendations for clinical education. The electronic survey was distributed to potential summit attendees about the CETF recommendations. Data categories captured included demographic details and questions about priorities, use, and engagement with the recommendations, and one open-ended question for each of the recommendations invited respondents to provide feedback. There were 349 respondents: 34% clinical preceptors/coordinators/directors, 31% academic program faculty, and 18% administrators. Common themes included the establishment of common goals between academic programs and healthcare organizations for partnership building, better recognition of the value of interprofessional collaborative practice, and technology as vital to the evolution of the healthcare system. Future directions should include regional summit meetings to address the implementation of the CETF recommendations relative to regional and localized challenges. Consensus-building efforts should address the diversity in responses relative to interprofessional collaborative efforts and clinical education research.

Background/aim: Job satisfaction (JS) and professional burnout among health professionals have been shown to affect several factors: healthcare quality, patient safety, patient satisfaction, turnover/reduction of work effort, healthcare costs and other personal consequences. In general, factors that impact JS for health professionals include professional autonomy, workplace conditions, rewards/recognition, compensation and work-life balance. However, less is known about JS of professions working in sport science and sports medicine (SSSM) especially from an international perspective. This paper addresses JS among SSSM professionals in an international context., Methods: In a cross-sectional study design, the Interprofessional Collaboration (IPC) in SSSM survey, an online survey which included the Warr-Cook-Wall JS questionnaire for international respondents working in fields associated with SSSM, was distributed globally to persons working in SSSM. Data from 320 respondents with complete data sets from USA (n=83), Canada (n=179) and Europe (n=58) were collected., Results: High values were detected in the overall JS of the total sample with some differences in variables relevant for JS internationally and a relationship between positive perceptions of IPC and overall JS. The most important determinant for overall JS in professionals working in SSSM is the opportunity to use abilities., Conclusion: JS has an important influence on the work and services provided by SSSM professionals and experience with IPC can have a positive effect on JS which, in turn, can improve quality of life for clients, patients and professionals. Employers should regard most impactful determinants of overall JS when designing working conditions for their employees., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2023. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)

Effective interprofessional collaboration (IPC) has great potential to improve healthcare delivery. Therefore, students and trainees in healthcare professions should be prepared for a collaborative workforce through interprofessional education (IPE) settings. However, IPC and IPE are rarely addressed in sport and exercise medicine (SEM), although the field significantly impacts the healthcare system. Hence, we conducted a webinar to promote IPC and IPE in the Swiss SEM community. The lessons resulting from the webinar were: (1) professions involved in SEM should have opportunities to learn, with, from and about other professions in healthcare to achieve mutual respect and understanding; (2) IPC and IPE in SEM may raise awareness, value and recognition of the contributions by exercise scientists in healthcare; (3) IPC and IPE may consider collaborating with a variety of professions not traditionally integrated into healthcare but involved in broader public health and physical activity promotion. In summary, sports and exercise professions should embrace interprofessional approaches to better realise their contribution to healthcare and public health., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)

Unlike musculoskeletal (MSK) injuries, MSK pain is rarely studied in athletes. In this study, we examined the prevalence of preseason MSK pain in apparently healthy collegiate soccer and basketball players and its relationship with previous injuries (1-year history), among other factors. Ninety-seven eligible student athletes (mean age: 20.1 (SD: 1.6) years; 43% male; 53% soccer players) completed a baseline questionnaire comprising questions related to demographics, medical and 1-year injury history and any current MSK pain and the corresponding body location. The overall prevalence of preseason MSK pain was 26% (95% CI: 17-36%) and it did not differ by sex or sport. The back (6.2%) and knee (5.2%) regions were reported to be the most frequently affected body parts for preseason MSK pain. Athletes with a previous injury and with perception of incomplete healing had 3.5-fold higher odds (OR: 3.50; 95% CI: 1.28-9.36) of baseline MSK pain compared with those without a previous injury. One in four collegiate soccer and basketball players had preseason MSK pain. Collegiate sports medicine professionals should consider conducting routine preseason evaluations of MSK pain in their athletes and initiate appropriate interventions for the prevention of MSK pain and its potential consequences among athletes.

Objective: To discuss the relevance of system-level health inequities and their interplay with race in sports and athletic training, particularly during and after the coronavirus disease 2019 (COVID-19) pandemic., Background: Health inequity is a systemic and longstanding concern with dire consequences that can have marked effects on the lives of minority patients. As a result of the unequal consequences of the COVID-19 pandemic, the magnitude of the outcomes from health inequity in all spheres of American health care is being brought to the fore. The discourse within athletic training practice and policy must shift to intentionally creating strategies that acknowledge and account for systemic health inequities in order to facilitate an informed, evidence-based, and safe return to sport within the new normal., Conclusions: To continue to evolve the profession and solidify athletic trainers' role in public health spaces post-COVID-19, professionals at all levels of athletic training practice and policy must intentionally create strategies that acknowledge and account for not only the social determinants of health but also the effects of racism and childhood trauma on overall health and well-being., (© by the National Athletic Trainers' Association, Inc.)

Interprofessional education (IPE) has grown in popularity in recent years, but much work remains to be done regarding its evaluation and longitudinal impact, as well as in codifying the attributes of IPE that prepare learners for "collaboration-ready" practice. The present study sought to assess collaboration skill retention or change among graduating seniors who completed an introductory IPE course in 2017, comparing present collaboration skill levels to past levels before and directly after the introductory IPE course using the Self-Assessed Collaboration Skills (SACS) instrument. Additionally, further validation of a collaboration skills instrument was conducted, and qualitative data were gathered to identify collaboration-relevant curricular design elements and generate feedback for continuous program improvement. A final sample of 106 respondents from a variety of professions provided quantitative data, while 91 provided qualitative data. Results suggested that participants retained collaboration skills over the course of their undergraduate education (i.e., 2020 levels as compared to pre-IPE levels in 2017), that IPE evaluation instrumentation requires more cross-contextual and cross-institutional validation, and that students recognize the value in intentional IPE course sequencing for clinical practice. The findings from this study contribute to the further enhancement of IPE outcomes assessment and the design of IPE experiences for fostering collaboration skills among health professional students.

The context of interprofessional education (IPE) and collaborative practice (IPCP) has led to calls for greater alignment, coordination, and coalitions among education and healthcare delivery systems. One method to evaluate and improve these coalitions is the Polarity Thinking TM framework. Polarities, such as IPE and IPCP, can represent interdependent pairs of different but complementary values or perspectives. This project investigates the IPE and IPCP polarity as perceived by educators and practitioners using survey research and an in-person summit to examine how the interdependent relationship between IPE and IPCP can support efficient, effective, and integrated care. Eighteen participants registered to attend the Association of Schools Advancing Health Professions (ASAHP) Summit on Healthcare Workforce Readiness for IPCP were surveyed in July 2018. Fifteen of the registered participants responded to the survey, which consisted of demographic questions and 16 items specific to the respondents' experiences with IPE and IPCP. The resulting Polarity Map®, generated based on responses to the pre-conference survey, showed that neither the IPE or IPCP poles were strongly supported. However, survey respondents did indicate more frequent positive outcomes with IPCP than experienced with IPE. Additionally, using the Polarity Map® as a guide, Summit participants generated action steps and early warning signs to support IPE and IPCP values. While the sample size was limited, the study can be used as an example of managing the IPE-IPCP polarity through broad engagement of stakeholders to better leverage IPE and IPCP to achieve efficient, effective, and integrated healthcare.

Crises such as pandemics create stresses on the health-care system that often produce innovation and changes in roles and delivery methods. In the current pandemic, and with the interruption of organized sport activities, athletic trainers have moved beyond traditional hierarchies and scopes of practice to roles that fully leverage their knowledge, skills, and abilities. Through background literature, discussion, and examples, this paper shows how the Athletic Training profession has made an impact in the response to the COVID-19 pandemic. The authors also present key questions as the health-care system moves forward through these challenges. In the future, there could be a new paradigm in the health-care system that values athletic trainers on interprofessional teams which focus on health and wellness to improve outcomes for individuals and society.

Organizations value teamwork and collaboration as they strive to build culture and attain their goals and objectives. Sports provide a useful and easily accessible means to study teamwork. Interprofessional collaborative practice (IPCP) has been identified as a means of improving patient and population health outcomes. Principles of teamwork in sports can inform health professionals and organizations regarding possible improvement strategies and barriers in the optimization of IPCP. Twenty-eight delegates from the 2017 All Together Better Health Conference in Oxford, UK participated in a World Café to discuss the how teamwork in sports can inform IPCP in healthcare and sports medicine. These discussions were captured, transcribed and coded using the domains developed by the Interprofessional Education Collaborative (IPEC) along with extrapersonal or interpersonal loci. Extrapersonal factors regarding structure of leadership, roles and organizational commitment can be positive factors to promote teamwork. However, interpersonal factors affecting communication, values and lack of commitment to collaboration can serve as barriers. Athletic trainers and other sports medicine professionals can serve as valuable members of interprofessional teams and teamwork is essential in the field of sports medicine., Competing Interests: The authors report no conflict of interest.

The World Health Organization stated that the goal of interprofessional education (IPE) is to prepare students as collaboration-ready members of interprofessional care teams. Educators try to create meaningful and relevant learning experiences for multiple health professions students. A longitudinal Interprofessional Team Seminar (IPTS) course includes over 650 students from seven health professions at the professional training level. Recommendations from the National Athletic Trainers' Association (NATA) promote the inclusion of athletic training (AT) students in IPE initiatives. A new IPTS module included AT students focusing on the attributes of rapidly forming and different care teams as the patient transitions from an on-field injury, to acute care, inpatient care, and rehabilitative care, and back to activities of daily living. Qualitative review of reflections from the students assessed the impact of these IPTS modules. The intentional design of this course, focusing on behaviours of collaborative practice and supporting students to be collaboration ready, effectively introduced and highlighted profession-specific strengths and unique contributions to team-based care.

Athletic trainers (ATs) are healthcare providers who work in collaboration with physicians, nurses, physical therapists and others to provide care to physically active individuals. Founded in 1950, the National Athletic Trainers' Association (NATA) represents certified ATs and other individuals who support the athletic training profession. The Board of Certification (BOC) has the only accredited certification program for ATs in USA. It establishes and regularly reviews both the standards for the practice of athletic training and the continuing education requirements for certified ATs. In order to attain certification, candidates must demonstrate successful completion of either a bachelor's degree or master's degree program accredited by the Commission on Accreditation of Athletic Training Education (CAATE) and pass the BOC certification exam. Currently, there are ∼42 000 ATs practicing in USA, with 48 states who regulate their practice. The purpose of this article is to provide a background for the profession of athletic training as well as describe and discuss the importance of including ATs in interprofessional education and practice initiatives.

There is increasing acknowledgement that interprofessional education (IPE) holds promise for preparing health professionals as collaborative-ready practitioners. The effects of IPE on learning outcomes are critical in determining the value of such programs. Attitudes are recognized as a significant element in developing behaviors. This study was designed to determine attitudes and perceptions of students toward collaborative learning in an interprofessional context. Three hundred and five students completed a questionnaire regarding attitudes and perceptions toward interprofessional collaboration before and after an introductory IPE course. Also 202 graduating health professional students without IPE completed the same questionnaire. The questionnaire included questions from the University of West England Interprofessional Questionnaire (UWE IQ) and Readiness for Interprofessional Learning Scale (RIPLS). Independent samples t-tests revealed significant positive changes before and after the IPE course for UWEIQ IP-Learning subscale (p = 0.012) and RIPLS (p = 0.05). This study provides some evidence that students who participate in an introductory IPE course early in their professional preparation not only keep positive attitudes toward interprofessional learning, but improve them. As a result, they are expected to be more engaged in learning this important knowledge that should help them to become interprofessional collaborative-ready practitioners.

Improvement in the provision of health care is essential in a complex, diverse and changing system. Studies are beginning to indicate that interprofessional (IP) collaboration can be a means to help address this issue. Institutions that have programs in health professions develop Interprofessional Education (IPE) programs as a way to introduce and nurture the knowledge, skills, and attitudes necessary for IP collaboration. It is expected that health professionals with this training will serve patients/clients and communities with safe, effective, timely, efficient, equitable and patient/client-centered care that leads to decreased medical errors, reduced fragmentation of care, and optimal health outcomes. Saint Louis University developed an IPE Program that utilizes a sophisticated integrated curriculum featuring courses that intentionally address teamwork in patient/client-centered care. There were challenges in integrating the IPE curriculum into the University's many diverse programs in the health professions. The purpose of this paper is to present the process by which IPE was integrated into the curricula of 8 different health professional programs. Benefits, opportunities, challenges and strategies of this process are presented and discussed. It is expected that this change in culture will produce improved patient/client outcomes.

Background: Protein needs for athletes are likely higher than those for the general population. However, athletes may perceive their protein needs to be excessively high. The purpose of this research was to compare collegiate athletes' perceived protein needs and measured protein intake to the recommended protein intake (RDI) for healthy adults (i.e. 0.8 g/kg/d) and to the maximum beneficial level for strength-trained athletes (i.e. 2.0 g/kg/day)., Methods: Perceived protein needs were quantified in 42 strength-trained collegiate male athletes by using a survey that asked the athletes to provide their perception about protein needs in specific quantitative terms (i.e. g/kg/d). Perceived protein needs were also determined by having the athletes select a daylong menu that they perceived to have adequate protein content from a collection of 5 isoenergetic menus, which differed in terms of protein content. Actual protein intake was quantified using 3-day food records and nutrient analysis. Single sample t-tests were used to compare protein intake and perceived protein needs to 0.8 g/kg/day and 2.0 g/kg/day., Results: When asked to provide, in quantitative terms, protein needs for athletes, 67% of the athletes indicated "do not know." Of the remaining 33% of athletes, all gave values greater than 2.0 g/kg/d (mean 21.5 ± 11.2 g/kg/d, p = 0.14 vs. 2.0 g/kg/d). Based on the menu selection method for determining perceived protein needs, the athletes indicated that their protein needs were 2.4 ± 0.2 g/kg/d, which was greater than the RDI for protein (p < 0.0001) and tended to be greater than the maximally beneficial protein intake of 2.0 g/kg/d (p = 0.13). Measured protein intake was 2.0 ± 0.1 g/kg/d, which was greater than the RDI (p < 0.0001) but not different from the maximally beneficial protein intake of 2.0 g/kg/d (p = 0.84)., Conclusions: Male collegiate athletes recognize that their protein needs are higher than that of the general population and consume significantly more protein than recommended in the RDI. However, it also appears that athletes are not aware of objective recommendations for protein intake and may perceive their needs to be excessively high. This study highlights the need for nutrition education in collegiate athletes, in particular nutrition education on macronutrient distribution and protein needs.

Accredited Athletic Training Education programs (ATEPs) are sponsored by over 350 universities and are housed in a variety of academic units ranging from schools of education to schools of health professions. There are advantages to all stakeholders housing ATEPs in schools of health professions. Formed in the 1960s, many of the early ATEPs were housed in schools of education, when most program faculty and staff were employed by athletics departments and the profession had a distinct curricular connection to coaching. Athletic training has since evolved to a health care profession, and its educational processes need to reflect this model. By housing ATEPs in units that educate other health care providers, many efficiencies and collaborative opportunities are introduced with a resulting overall improvement in the quality of the professional education of athletic trainers. The authors, directors of ATEPs housed in schools of health professions, provide examples of these benefits, which include opportunities for participation in interprofessional initiatives; opportunities for faculty development and collaborative teaching among like-minded faculty; improved mechanisms for scholarship, support and funding mechanisms; and economies of scale in terms of program delivery requirements.