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Perspective: a business school view of medical interprofessional rounds: transforming rounding groups into rounding teams

Perspective: a business school view of medical interprofessional rounds: transforming rounding groups into rounding teams

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

An effective interprofessional medical team can efficiently coordinate health care providers to achieve the collective outcome of improving each patient's health. To determine how current teams function, four groups of business students independently observed interprofessional work rounds on four different internal medicine services in a typical academic hospital and also interviewed the participants. In all instances, caregivers had formed working groups rather than working teams.

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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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The road to collaboration: developing an interprofessional competency framework

The road to collaboration: developing an interprofessional competency framework

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

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.

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Embracing quality and safety education for the 21st century: building interprofessional education

Embracing quality and safety education for the 21st century: building interprofessional education

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

The education of health professions students is rooted historically in time-honored and silo-bound traditions of pedagogy and content not easily influenced by outside forces. However, the quality chasm work of the Institute of Medicine, Institute of Healthcare Improvement, Quality and Safety Education for Nurses, and other groups has led to a remarkable willingness to change at one academic health sciences university. This article describes one university's strategies, challenges, and successes in delivering interprofessional educational programs.

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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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University of Arkansas for Medical Sciences electronic health record and medical informatics training for undergraduate health professionals

University of Arkansas for Medical Sciences electronic health record and medical informatics training for undergraduate health professionals

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

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.

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