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OBJECTIVE:

To measure changes in pharmacy and medical students' physician-pharmacist collaboration scores resulting from a workshop designed to promote understanding of the others' roles in health care.

METHODS:

More than 88% of first-year pharmacy (n = 215) and medical (n = 205) students completed the Scale of Attitudes Toward Physician-Pharmacist Collaboration on 3 occasions in order to establish a baseline of median scores and to determine whether the scores were influenced by an interprofessional workshop.

RESULTS:

AIM: To investigate the nature of student engagement in interprofessional interaction while on placement.

BACKGROUND: Due to continuing emphasis on improving interprofessional collaboration, UK educational establishments are required to offer pre-qualifying health and social care students interprofessional education in order that they acquire relevant competencies. However, few formal interprofessional education initiatives occur in practice settings and little is known about pre-qualifying students' non-formal learning about interprofessional issues while on placement.

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/19842962

OBJECTIVE:

To compare multi- and interdisciplinary team approaches concerning team process (teamwork) and team effectiveness (team performance and staff satisfaction) in German medical rehabilitation clinics.

DESIGN:

A cross-sectional study with a descriptive-explorative design. Setting: Eighteen medical rehabilitation clinics divided into two groups (somatic and psychosomatic indication fields).

SUBJECTS:

The 18 head physicians or psychotherapists in the clinics and their complete rehabilitation teams (n = 824).

MAIN MEASURES:

The introduction of a transformative technology into practice settings can affect the functioning of interprofessional teams, placing stress on interprofessional relationships, thus slowing adoption and change. This study explored the potential of an interprofessional education (IPE) approach to mediate this stress and facilitate the adoption of a transformative technology- Image Guided Radiation Therapy (IGRT).

OBJECTIVE:

Mental health provides a unique opportunity for health and social care students to experience interprofessional team working and collaborative practice. We tested whether we could introduce interprofessional learning into this area of collaborative practice by choosing to adapt and use a robust practice-based interprofessional education model. We outline the steps taken to adopt and adapt the model, which includes using action research principles. The research phase consisted of three cycles of teaching and evaluation.

BACKGROUND:

Effective communication and teamwork have been identified in the literature as key enablers of patient safety. The SBAR (Situation-Background-Assessment-Recommendation) process has proven to be an effective communication tool in acute care settings to structure high-urgency communications, particularly between physicians and nurses; however, little is known of its effectiveness in other settings. This study evaluated the effectiveness of an adapted SBAR tool for both urgent and non-urgent situations within a rehabilitation setting.

This study aims to evaluate the effect of the intensity of interprofessional collaboration on hospitalized cancer patients. We conducted a cross-sectional study of 312 patients to examine the effects of intensity of interprofessional collaboration (low vs high intensity collaboration) on patient satisfaction, uncertainty, pain management, and length of stay. Data on the intensity of interprofessional collaboration, patient satisfaction, and uncertainty were collected from professionals and patients using valid and reliable instruments.