Interprofessional Versus Monoprofessional Case-based Learning in Childhood Cancer (INCAsE)

September 8, 2020 updated by: Martha Krogh Topperzer, Rigshospitalet, Denmark

Interprofessional Versus Monoprofessional Case-based Learning in Childhood Cancer and the Effect on Healthcare Professionals' Interprofessional Attitudes: a Randomized Trial

Interprofessional education in childhood cancer is a multifaceted field. It involves multiple healthcare professionals with general and specialised knowledge and skills. Complex treatment, care and rehabilitation require continuous professional development and maintenance of healthcare professionals' competencies in their own professional field. Limited knowledge exists on comparing interprofessional and monoprofessional education and only few randomised studies have evaluated the effectiveness and efficiency of interprofessional education. One clinical area among others where healthcare professionals collaborate is in gastrointestinal toxicities and side effects. These are frequent and potentially severe clinical problems in childhood cancer that involve multiple healthcare professionals.

Objectives: To study the effect of interprofessional versus monoprofessional case-based learning on healthcare professionals' attitudes on interprofessional learning and collaboration.

Trial design: single centre investigator-initiated cluster randomized trial

Methods:

Participants: Employees with patient-related work at the childhood cancer departments and affiliated with childhood cancer at Rigshospitalet are eligible for inclusion. The setting is the childhood cancer department.

Outcome: The primary outcome is to improve healthcare professionals' interprofessional attitude.

Measurements:

The primary outcome is attitudes measured by the Assessment of Interprofessional Team Collaboration Scale (AITCS). Secondary outcome is Readiness for Interprofessional Learning Scale (RIPLS) Questionnaire, and Safety Attitudes Questionnaire (SAQ). Knowledge will be measured by written test as multiple choice questionnaire (MCQ).

Timepoints: The self-reported questionnaires will be distributed to the participants approximately one month before and one month after the educational intervention. On the day of the educational intervention, participants will answer the multiple choice questionnaire.

Analysis: Linear mixed regression will be used to compare differences in mean scores postintervention, adjusted for differences between the two groups.

Results: We hypothesise that interprofessional case-based learning positively affects the healthcare professionals' interprofessional attitudes.

Study Overview

Status

Terminated

Conditions

Intervention / Treatment

Study Type

Interventional

Enrollment (Actual)

49

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

  • Denmark
      • Copenhagen, Denmark, 2100
        • Juliane Marie Centre for Women, Children and Reproduction (JMC), Rigshospitalet (RH), Copenhagen University Hospital, Denmark.

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

  • Child
  • Adult
  • Older Adult

Accepts Healthy Volunteers

No

Genders Eligible for Study

All

Description

Inclusion Criteria:

  • Healthcare professionals at the in-patient department for children and adolescents with cancer
  • Healthcare professionals at the in-patient department for transplantation of children and adolescents with cancer
  • Healthcare professionals at the out-patient departments for children and adolescents with cancer department
  • Healthcare professionals affiliated with Juliane Marie Centre at Rigshospitalet
  • Employees in a supportive function to the department for children and adolescents with cancer, such as psychologists, priests, pedagogues, social workers, experts in pain relief in children, physiotherapists, occupational therapists and dieticians.
  • Teachers employed at a local public school but have their main working hours at the department.

Exclusion Criteria:

  • Staff taking part in the intervention or in the planning of the intervention
  • Management with staff responsibilities
  • Lack of informed consent

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Health Services Research
  • Allocation: Randomized
  • Interventional Model: Parallel Assignment
  • Masking: Single

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: Interprofessional case-based learning
The experimental intervention will be the interprofessional group receiving case-based learning about gastro-intestinal toxicities and side effects of children and adolescents with cancer.
Other: Interprofessional case-based learning

The trial is an educational intervention where groups of healthcare professionals receive the same case-based learning: one group receives case-based learning with healthcare professionals of various professional backgrounds (experimental) versus another group receiving case-based learning with healthcare professionals exclusively of the same professional background (control).

The educational intervention consists of a case that is developed for the purpose of the intervention.

The participants in the experimental group will be randomised into six teams who will receive interprofessional case-based learning. The experimental group will be made up of healthcare professionals from various groups. The participants in the control group will be randomised in groups of one profession
Active Comparator: Monoprofessional case-based learning
The control group is the monoprofessional group that will receive the same case-based learning as the intervention group.
Other: Interprofessional case-based learning

The trial is an educational intervention where groups of healthcare professionals receive the same case-based learning: one group receives case-based learning with healthcare professionals of various professional backgrounds (experimental) versus another group receiving case-based learning with healthcare professionals exclusively of the same professional background (control).

The educational intervention consists of a case that is developed for the purpose of the intervention.

The participants in the experimental group will be randomised into six teams who will receive interprofessional case-based learning. The experimental group will be made up of healthcare professionals from various groups. The participants in the control group will be randomised in groups of one profession

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Change in the participants' interprofessional collaboration
Time Frame: Measured 1 month before intervention and 1-3 months after intervention in both groups
Primary outcome: change in the participants' interprofessional attitude to collaboration measured by Assessment of interprofessional Team Collaboration Scale (AITCS). The scale contains three main categories: 1)Partnership/shared decision making (19 items), 2) Collaboration (11 items), 3) Coordination (7 items) that are rated on a scale from 1-5 (1= "never"; 2= "rarely"; 3="occasionally"; 4="most of the time"; 5="Always"). The scales procedures scores from 48 to 240. Higher scores indicate a better outcome
Measured 1 month before intervention and 1-3 months after intervention in both groups

Secondary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Change in the participants' interprofessional attitudes
Time Frame: Measured 1 month before intervention and 1-3 months after intervention in both groups

Secondary outcome: measured by Change in Readiness for Interprofessional Learning Survey (RIPLS). 29 items on a five-point scale 4 subscales; 1)Teamwork and collaboration, 2)Negative professional identity, 3)Positive professional identity, 4)Roles and responsibility.

The items are rated on a scale from 1-5 (1= "strongly disagree"; 2= "agree"; 3="undecided"; 4="agree"; 5="strongly agree"). Higher scores indicate a better outcome
Measured 1 month before intervention and 1-3 months after intervention in both groups
Change in participants' knowledge of gastrointestinal toxicities and side effects
Time Frame: measured at the actual intervention day 30 minutes prior to the session and immediately after the education session (maximum 15 minutes after)
measured by written test as multiple choice questionnaire (MCQ). There are three options to chose from in this multiple choice questionnaire, one correct answer and two wrong answers. This MCQ is developed and validated for the purpose of this particular education session
measured at the actual intervention day 30 minutes prior to the session and immediately after the education session (maximum 15 minutes after)

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Rigshospitalet, Denmark

Collaborators

Danish Child Cancer Foundation

Investigators

  • Study Chair: Jette L Sørensen, Juliane Marie Centre for Women, Children and Reproduction (JMC), Rigshospitalet (RH), Copenhagen University Hospital, Denmark.

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

Helpful Links

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

February 25, 2020

Primary Completion (Actual)

March 11, 2020

Study Completion (Actual)

May 5, 2020

Study Registration Dates

First Submitted

December 10, 2019

First Submitted That Met QC Criteria

December 16, 2019

First Posted (Actual)

December 18, 2019

Study Record Updates

Last Update Posted (Actual)

September 9, 2020

Last Update Submitted That Met QC Criteria

September 8, 2020

Last Verified

September 1, 2020

More Information

Terms related to this study

Other Study ID Numbers

  • Mtopperzer

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

No

IPD Plan Description

Randomisation is performed centrally by a computer-generated allocation sequence concealed for the investigators

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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