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Early interprofessional interactions: does student age matter?

Early interprofessional interactions: does student age matter?

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:15am CDT

In this mixed-method evaluation we report on student responses to an introductory interprofessional learning event, accessed by ten professions within six months of commencing their chosen professional curricula. Of 898 students, 754 (84%) completed pre and post course questionnaires, and 81 took part in uni-professional focus groups. Student responses were compared with those of 14 facilitators.

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Continuing interprofessional education in geriatrics and gerontology in medically underserved areas

Continuing interprofessional education in geriatrics and gerontology in medically underserved areas

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:15am CDT

There is a widening gap between the health care needs of older persons and the treatment skills of the health care professionals who serve them. This gap is especially severe in rural areas, where there is a shortage of and inadequate collaboration between health care professionals and poor access to services for older persons.

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Merging social networking environments and formal learning environments to support and facilitate interprofessional instruction

Merging social networking environments and formal learning environments to support and facilitate interprofessional instruction

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:15am CDT

This study describes the redesign of an interprofessional team development course for health science students. A theoretical model is hypothesized as a framework for the redesign process, consisting of two themes: 1) the increasing trend among post-secondary students to participate in social networking (e.g., Facebook, Second Life) and 2) the need for healthcare educators to provide interprofessional training that results in effective communities of practice and better patient care.

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Where in the world is interprofessional education? A global environmental scan.

Where in the world is interprofessional education? A global environmental scan.

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:15am CDT

Despite increasing recognition for the importance of interprofessional education (IPE), little is known about where in the world it occurs, how it is conducted and why it is offered. This international environmental scan was commissioned by the World Health Organization (WHO) to answer these questions and inform efforts to support IPE on a global scale. An internet-based survey targeting educators and researchers in WHO's 193 Member States was conducted between February and April 2008.

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Does time matter? Exploring the relationship between interdependent teamwork and time allocation in Swedish interprofessional teams

Does time matter? Exploring the relationship between interdependent teamwork and time allocation in Swedish interprofessional teams

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:15am CDT

This paper explores the relationship between time allocation on formal and informal forms of contact within interprofessional teams and an interdependent collaboration. Data were collected by a questionnaire including items on work organization, team climate and time allocation that was responded to by 226 professionals from 44 interprofessional teams. An additional sample of 139 professionals from 18 teams responded to the same questionnaire except for the item on time allocation. The teams worked within occupational health care, psychiatry, rehabilitation and school health care.

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Student engagement in interprofessional working in practice placement settings

Student engagement in interprofessional working in practice placement settings

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:15am CDT

AIM: To investigate the nature of student engagement in interprofessional interaction while on placement.

BACKGROUND: Due to continuing emphasis on improving interprofessional collaboration, UK educational establishments are required to offer pre-qualifying health and social care students interprofessional education in order that they acquire relevant competencies. However, few formal interprofessional education initiatives occur in practice settings and little is known about pre-qualifying students' non-formal learning about interprofessional issues while on placement.

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The Dalhousie Health Mentors Program: introducing students to collaborative patient/client-centered practice

The Dalhousie Health Mentors Program: introducing students to collaborative patient/client-centered practice

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:15am CDT

The Dalhousie Health Mentors Program builds on a long history of interprofessional health education initiatives by introducing students in health and social care professions to chronic conditions and disabilities, patient/client-centredness, interprofessional learning, and team functioning. This large interprofessional education program (16 participating programs, 650 students) connects interprofessional student teams with Health Mentors, who are adult volunteers with chronic conditions, for a learning experience that extends over one academic year.

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All professionals are equal but some professionals are more equal than others? Dominance, status and efficiency in Swedish interprofessional teams

All professionals are equal but some professionals are more equal than others? Dominance, status and efficiency in Swedish interprofessional teams

National Center for Interprofessional Practice and Education's picture
Submitted by National Center... on Mar 14, 2014 - 11:15am CDT

This study explored status differences in interprofessional teams and their link with efficiency. In total, 62 teams (423 individuals) from occupational health-care, psychiatry, rehabilitation and school health-care responded to a questionnaire. Fifty-four of those teams (360 individuals) also participated in an observation session simulating problem-solving team meetings. Data were reduced to a number of indexes: self-assessed/perceived equality, functional influence and efficiency; and observed verbal dominance/activity and problem-solving capacity.

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