Interprofessional education (IPE) has emerged as a critical pedagogy for promoting interprofessional collaboration (IPC) within healthcare. However, the literature includes few reports of students' perspectives on IPE experiences. Understanding students' experiences is critical, as they are the crux of IPE's culture change agenda. This paper presents an autoethnographic account of my experiences as a medical student participating in an IPE placement within a Canadian academic hospital.
This column shares the lived experiences of four Master Trainers who used storytelling as the methodology for teaching TeamSTEPPS to interprofessional staff members of a large health system. TeamSTEPPS is an evidence-based program that focuses on skills and behaviors that improve teamwork and communication, which are key to preventing medical errors.
Copyright 2010, SLACK Incorporated.
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/21053802
As more educators are involved in interprofessional education (IPE) it is important to consider how participation affects those who are sceptical about IPE. We report a prospective study in which the attitudes of 13 educators, unfamiliar with IPE, were compared before and after facilitating their first IPE. Their views, obtained as personal stories, were analysed through cognitive dissonance theory. Prior to teaching, all novice educators had concerns about IPE. Post-facilitation all were more positive about the value and meaning of IPE.
Cincinnati Children's Hospital Medical Center has a strong history of embracing staff empowerment and shared decision making. Shared governance for nursing was implemented in 1989; a separate allied health structure was created in 1999. The two operated in parallel with few occasions for interface, and with little collaboration. With the beginning of the medical center's efforts to pursue perfect patient care in 2002, there was a marked increase in the frequency of interprofessional initiatives and collaborations in the organization.
This article draws on the findings from a mixed methods study with practitioners who qualified from joint training programmes in learning disability nursing and social work and explores the impact on professional identity of such programmes. Although several joint programmes are well established, very little research has been carried out with those who have qualified from them. These practitioners have experienced a kind of training quite unlike that offered by singular education programmes, incorporating a dual socialisation process, which has been neither analysed nor theorised.
To report the extent to which the placement of paramedic practitioner students (PPSs) in accredited general practice (GP) training practices supported their development as autonomous, patient-centred practitioners and fostered interprofessional learning.
A case study method was used. Sources of data included semi-structured telephone interviews (eight PPSs, eight GP trainers), an online end of placement survey and placement and assessment documentation. Interview data were transcribed and analysed using the constant comparative method.
While much literature describes programmatic success of clinical service-learning opportunities, this initiative integrates student learning across a comprehensive discipline set (Dental Medicine, Graduate Studies, Health Administration, Medicine, Nursing, Occupational Therapy, Pharmacy, Physical Therapy, and Physician Assistant), providing preventive health education and role modeling to low-income elementary-school children.