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The promotion of interprofessional working is a key government target for healthcare professionals. This article outlines one approach to establish inter-professional learning in the practice setting using systems based on current clinical placement allocation of students from a variety of health and social care professions. By utilising current unprofessional support systems for developing the learning environment, inter-professional learning opportunities were created for students.

A significant number of patients requiring critical care are now being managed outside of critical care facilities. There is evidence that staff looking after these patients lack the necessary knowledge and skills to care for them safely, and that effective pre-registration education can play a significant role in addressing these shortfalls in nurses' knowledge and skills.

BACKGROUND:

Multiple-choice exams are not well suited for assessing communication skills. Standardized patient assessments are costly and patient and peer assessments are often biased. Web-based assessment using video content offers the possibility of reliable, valid, and cost-efficient means for measuring complex communication skills, including interprofessional communication.

DESCRIPTION:

This research was part of a Health Canada funded initiative developed to provide evidence about the effectiveness of interprofessional education (IPE) interventions to promote collaborative patient-centred care. Health professional students' ratings of health professions and the effect of IPE on those ratings were examined. Participants were divided into three groups (N=51); control, education, and practice site immersion.

The objective of this study was to identify any residual challenges in a unit with a track record of good clinical performance. A cross-sectional survey of frontline caregiver attitudes was conducted using a validated psychometric instrument. A total of 69% (91 of 132) of eligible participants completed questionnaires. The results indicated positive safety culture, teamwork climate, and job satisfaction. Perceptions of high workload and insufficient staffing levels were the most prominent negative observations but not to the detriment of job satisfaction or perception of work conditions.

PURPOSE:

Growing data support interprofessional teams as an important part of medical education. This study describes attitudes, barriers, and practices regarding interprofessional education (IPE) in internal medicine (IM) clerkships in the United States and Canada.

METHOD:

In 2009, a section on IPE was included on the Clerkship Directors in Internal Medicine annual survey. This section contained 23 multiple-choice questions exploring both core and subinternship experiences. Data were analyzed using descriptive statistics and Rasch analysis.

RESULTS:

BACKGROUND:

A 2004 survey reveals that the implementation of the 1998 AAMC report on medical student clinical skills training is slow. Given the importance of intravenous catheter placement, a creative approach evolved to educate medical students on this important skill.

DESCRIPTION:

As part of a community service learning initiative, six graduate nursing students developed, implemented, and evaluated a pilot IV Cannulation Education Module taught to medical students.

EVALUATION:

The Institute of Medicine has called for more interprofessional collaboration between physicians and nurses. The purpose of this research was to compare the outcomes in affective and communication domains using a traditional (roundtable) model versus simulation in nursing and medical students. A prospective, descriptive survey design was used to collect data on 41 senior bachelor of science in nursing students, and 19 second-year medical students. The simulation strategy resulted in statistically higher levels of stress as identified by participants.

BACKGROUND:

Benefits of online learning in the health sector have been demonstrated in previous studies. We examined the potential benefits of a joint web-based curriculum on atopic eczema for health personnel.

METHODS:

Enrolled doctors and nurses had access to the curriculum for 8 weeks. After the course learners completed a questionnaire. Two dermatologists rated the quality of the submitted homework assignments. Based on data from the project's budget and the Norwegian Medical Association, we estimated the saved travel expenses.

RESULTS: