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OBJECTIVE:

This article describes an evaluation of a curriculum approach to integrating interprofessional education (IPE) in collaborative mental health practice across the pre- to post-licensure continuum of medical education.

METHODS:

A systematic evaluation of IPE activities was conducted, utilizing a combination of evaluation study designs, including: pretest-posttest control group; one-group pre-test-post-test; and one-shot case study. Participant satisfaction, attitudes toward teamwork, and self-reported teamwork abilities were key evaluative outcome measures.

The Contextual Activity Sampling System (CASS) is a novel methodology designed for collecting data of on-going learning experiences through frequent sampling by using mobile phones. This paper describes how it for the first time has been introduced to clinical learning environments. The purposes of this study were to cross-culturally adapt the CASS tool and questionnaire for use in clinical learning environments, investigate whether the methodology is suitable for collecting data and how it is experienced by students.

In the absence of an interprofessional competency framework in Canada, the College of Health Disciplines (CHD) at the University of British Columbia developed a universally applicable framework. This article discusses the development of the "BC Competency Framework for Interprofessional Collaboration". Building on a Health Canada funded initiative through the Interprofessional Network of British Columbia (In-BC), the CHD compared and contrasted existing competency frameworks and consulted curriculum and IP experts throughout British Columbia.

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.

The University of Arkansas for Medical Sciences (UAMS) is planning interprofessional training in electronic health records (EHRs) and medical informatics. Training will be integrated throughout the curricula and will include seminars on broad concepts supplemented with online modules, didactic lectures, and hands-on experiences.

A leadership conference titled "Have Patient Safety and the Workforce Shortage Created the Perfect Storm?" was held in honor of Dr. Ada Sue Hinshaw, who was ending her tenure as dean of the University of Michigan School of Nursing. A morning panel on the preferred future for practice featured plenary speaker Dr. Linda Burnes Bolton and participating panelists Dr. Sanjay Saint, Dr. Jane Barnsteiner, and Dr. Joanne Disch. Each speaker presented a unique yet complementary perspective, with several common themes permeating the morning's presentations.

BACKGROUND:

Advances in information and communication technology are influencing instructional formats and delivery modes for post secondary teaching and learning.

AIMS:

The purpose of this study was to determine whether interprofessional team process skills traditionally taught in a small group face-to-face classroom setting could be taught in a blended learning environment; without compromising the pedagogical approach and collaborative Group Investigation Model (Sharan & Sharan 1992) used in the course.

METHOD:

Collaborative patient-centred care has the potential to address serious issues in the Canadian health-care system such as those related to increasing complexity of care; patient safety and access; and recruitment and retention of health human resources. This approach involves teams of health professionals working together to provide more coordinated and comprehensive care to clients. It places priority on the preferences of the patient and fosters respect for the skills and perspectives of all health-care providers.

AIM:

To explore interprofessional attitudes arising from shared learning in mental health.

BACKGROUND:

Inter-professional education in healthcare is a priority area for improving team-working and communication. Many studies have attempted to evaluate its benefits and challenges, although few emanate from the mental health arena. However, producing evidence to link educational input with clinical outcomes is notoriously difficult. This project attempted to produce evidence for changes in interprofessional attitudes and stereotypes.

METHOD(S):

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/18985547