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Literature Compendium Five - Eight

Learning is in the facilitation: faculty perspectives with facilitated teaching and learning-recommendations from informal discussions

Learning is in the facilitation: faculty perspectives with facilitated teaching and learning-recommendations from informal discussions

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

Small group learning is an interactive activity that requires a skilled teacher with the ability to facilitate and debrief. Approximately 250 students from seven health professions were enrolled in a first year interprofessional education course that focused on the importance of communication and collaboration. Weekly faculty debrief sessions were conducted and were utilized to share the teachers perspectives with facilitative teaching as well as for feedback and improvement strategies.

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Turf, team, and town: a geriatric interprofessional education program

Turf, team, and town: a geriatric interprofessional education program

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

OBJECTIVE AND PARTICIPANTS: This program provides an interprofessional course to students, allowing them to learn together with each other and their elder teachers.

GOALS: include refining their professional parameters (turf), learning how to successfully collaborate with other professionals (team), and determining how to effectively design intervention plans for elders within their own communities (town). Various methods of evaluation, such as journals, participation in rounds, and OSCEs, used to assess students' status are described.

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Examining "success" in post-hip fracture care transitions: a strengths-based approach

Examining "success" in post-hip fracture care transitions: a strengths-based approach

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

Transitions between health care settings are a high-risk period for care quality and patient safety (Coleman, 2003; Picker Institute, 1999), particularly for older patients - such as those with hip fracture - who have complex needs and may undergo multiple care transitions. We sought to understand the key elements of "success" in care transition. Using a strengths-based perspective (Rapp, 1998; Saleebey, 2006), we focused on interprofessional health care providers' perspectives of what constitutes a "good" care transition for elderly hip fracture patients.

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The use of smartphones in general and internal medicine units: a boon or a bane to the promotion of interprofessional collaboration?

The use of smartphones in general and internal medicine units: a boon or a bane to the promotion of interprofessional collaboration?

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

Effective communication and coordination are critical components for improving collaborative care delivery among different healthcare providers who work in mobile and time-pressured environments. Increasingly, healthcare providers are exploring alternative communication technologies to help bridge the temporal and spatial issues that are often inherent in the clinical communication conundrum.

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Interprofessional psychiatric teams: is multidimensionality evident in treatment conferences?

Interprofessional psychiatric teams: is multidimensionality evident in treatment conferences?

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Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

Interprofessional teamwork is practised when the care needs of patients are complex. Little is known about the extent to which team competence really determines patient interventions. The aim of the study was to examine the degree of multidimensionality in patient discussions in psychiatry, and to how different professions contribute. Psychiatric teams were observed during 30 team meetings. A content analysis was used to examine the amount of attention given to medical, psychological and social aspects.

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Representing complexity well: a story about teamwork, with implications for how we teach collaboration

Representing complexity well: a story about teamwork, with implications for how we teach collaboration

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

OBJECTIVES: In order to be relevant and impactful, our research into health care teamwork needs to better reflect the complexity inherent to this area. This study explored the complexity of collaborative practice on a distributed transplant team. We employed the theoretical lenses of activity theory to better understand the nature of collaborative complexity and its implications for current approaches to interprofessional collaboration (IPC) and interprofessional education (IPE).

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Developing interprofessional health competencies in a virtual world

Developing interprofessional health competencies in a virtual world

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

BACKGROUND:

Virtual worlds provide a promising means of delivering simulations for developing interprofessional health skills. However, developing and implementing a virtual world simulation is a challenging process, in part because of the novelty of virtual worlds as a simulation platform and also because of the degree of collaboration required among technical and subject experts. Thus, it can be difficult to ensure that the simulation is both technically satisfactory and educationally appropriate.

METHODS:

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Undergraduate interprofessional education at the Linkoping Faculty of Health Sciences--how it all started

Undergraduate interprofessional education at the Linkoping Faculty of Health Sciences--how it all started

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

The Linköping Faculty of Health Sciences is a pioneer of interprofessional education (IPE) at the undergraduate level. It was started in 1986 in full scale with six health educations involved. The vision and how it became a reality is described as well as possible advantages and constraints. It is important to have one common pedagogic principle for all educations involved. Problem based learning was chosen and introduced during the initial study module (10 wks). Thereafter IPE comes back during the curricula with common seminars, study days and ward training.

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Interprofessional learning for pre-qualification health care students: an outcomes-based evaluation

Interprofessional learning for pre-qualification health care students: an outcomes-based evaluation

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:14am CDT

Within health, it is widely acknowledged that a collaborative, team-oriented approach to care is required to ensure patient safety and quality of service delivery. A pre-qualification interprofessional learning experience should provide an ideal opportunity for students to gain the necessary knowledge, skills and attitudes to enable them to work as part of a patient-centred interprofessional team. In this article we report a multidimensional evaluation of a pre-qualification interprofessional learning (IPL) program.

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