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OBJECTIVE: To determine whether the original continuity of care framework is still applicable to family medicine today.

DESIGN: Qualitative descriptive study.

SETTING: Kingston, Ont.

PARTICIPANTS: Three groups of first-year family medicine residents (18 in total), 2 groups of family physicians in established comprehensive practices (9 in total), and 2 groups of family physicians working in episodic care settings (10 in total).

PURPOSE:

Since the release of the 1988 World Health Organization report on the need for interprofessional education (IPE) programs, various forms of IPE curricula have been implemented within institutions of higher education. The purpose of this paper is to describe results of a study using the Readiness for Interprofessional Learning Scale (RIPLS) to compare physician assistant (PA) students with other health professions students.

METHODS:

BACKGROUND: There has been increasing interest in the active involvement of patients in the education of health professionals. Few have examined the potential role of patient educators in the facilitation of interprofessional education (IPE).

AIM: This qualitative program evaluation examined students' perceptions of their learning in a patient-facilitated IPE event.

BACKGROUND: Ethical analysis frameworks can help to identify the ethical dimensions to clinical care and provide a method for justifying clinical decisions. Published frameworks, however, have some limitations to easy, practical use.

AIMS: The aim was to identify a comprehensive yet easy-to-use framework that clarifies ethical decision-making, suitable for use by medical learners and clinical educators.

INTRODUCTION: Historical bias toward service-oriented inpatient graduate medical education experiences has hindered both resident education and care of patients in the ambulatory setting.

AIM: Describe and evaluate a residency redesign intended to improve the ambulatory experience for residents and patients.

SETTING: Categorical Internal Medicine resident ambulatory practice at the University of Cincinnati Academic Health Center.

CONTEXT:

Safe clinical practice is inextricably linked to team-working. Delivering patient safety education interprofessionally heightens students' awareness of the importance of effective team-working for safe care and care delivery.

METHODS:

We conducted a comparative study using mixed-method analysis among medical students learning about patient safety, either uni- or interprofessionally, towards the end of their training. Emphasis is placed on the detailed analysis of qualitative data relating to student perceptions of the event before and afterwards.

BACKGROUND:

In response to current trends in healthcare education, teachers at the Michener Institute for Applied Health Sciences implemented a New Curriculum Model (NCM) in 2006, building a curriculum to better transition students from didactic to clinical education. Through the implementation of interprofessional education and simulated clinical scenarios, educators created a setting to develop, contextualize and apply students' skills before entry to the clinical environment.

AIMS:

Medical and nursing students organized a contextual interprofessional learning experience involving observation of surgical safety practices according to the parameters of the World Health Organization (WHO) surgical safety checklist. Students were oriented to patient safety principles, operating room (OR) protocol, and the WHO surgical safety checklist. One hundred thirty students participated in interprofessional OR visitations.

OBJECTIVE: To describe three interprofessional education (IPE) programs in geriatrics and to encourage senior care pharmacists' innovation and participation in IPE teaching.

DESIGN: Description of three geriatric IPE programs showing how pharmacy faculty along with colleagues in other health professions established, conducted, and evaluated their respective IPE programs.

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/21486128