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Interprofessional relationships between orthopaedic and podiatric surgeons in the UK

Interprofessional relationships between orthopaedic and podiatric surgeons in the UK

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

The first comprehensive report on the interprofessional relationships between foot and ankle surgeons in the UK is presented.

MATERIALS AND METHODS:

A questionnaire was sent to orthopaedic surgeons with membership of the British Foot and Ankle Surgery Society (BOFAS), orthopaedic surgeons not affiliated to the specialist BOFAS and podiatrists specialising in foot surgery. The questionnaire was returned by 77 (49%) of the BOFAS orthopaedic consultant surgeons, 66 (26%) of non-foot and ankle orthopaedic consultant surgeons and 99 (73%) of the podiatric surgeons.

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How to fulfill residents' training needs and public service missions in outpatient general internal medicine? An observational pilot study

How to fulfill residents' training needs and public service missions in outpatient general internal medicine? An observational pilot study

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

QUESTION UNDER STUDY/PRINCIPLES: Ambulatory care is a mandatory component of post-graduate training in general internal medicine. Academic outpatient clinics face challenges in training residents in terms of exposure to sufficient patient case-mix, diversity of clinical activities and continuity of care while fulfilling their mission to provide care to vulnerable populations. We report the development and evaluation of a new postgraduate curriculum in ambulatory care in Geneva, Switzerland, designed to overcome such challenges.

METHODS/DESCRIPTION:

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Towards healthy professional-client relationships: the value of an interprofessional training course

Towards healthy professional-client relationships: the value of an interprofessional training course

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

Boundary violations that threaten professional-client relationships are rarely discussed at the coalface. There is an assumption that healthcare practitioners have the skills necessary to manage professional boundary dilemmas with clients. The issue, if addressed, is usually confined to discipline specific education and training. A one-day Professional Boundaries for Health Professionals (PBHP) training program was developed in response to real life practice dilemmas experienced by health practitioners across the continuum of care.

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From professional silos to interprofessional education: campuswide focus on quality of care

From professional silos to interprofessional education: campuswide focus on quality of care

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

OBJECTIVES:

The Institute of Medicine called for the integration of interprofessional education (IPE) into health professions curricula, in order to improve health care quality. In response, we developed, implemented, and evaluated a campus wide IPE program, shifting from traditional educational silos to greater collaboration.

METHODS:

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A quality improvement activity to promote interprofessional collaboration among health professions students

A quality improvement activity to promote interprofessional collaboration among health professions students

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

To develop and evaluate a classroom-based curriculum designed to promote interprofessional competencies by having undergraduate students from various health professions work together on system-based problems using quality improvement (QI) methods and tools to improve patient-centered care.

DESIGN:

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The interprofessional socialization and valuing scale: a tool for evaluating the shift toward collaborative care approaches in health care settings

The interprofessional socialization and valuing scale: a tool for evaluating the shift toward collaborative care approaches in health care settings

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

BACKGROUND: There is a need for tools by which to evaluate the beliefs, behaviors, and attitudes that underlie interprofessional socialization and collaborative practice in health care settings.

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Different roles, same goal: students learn about interprofessional practice in a clinical setting

Different roles, same goal: students learn about interprofessional practice in a clinical setting

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

The Shriners Hospitals for Children-Canada has developed an innovative Interprofessional Education Program to help tomorrow's healthcare professionals gain the skills and knowledge they need to work effectively in teams to provide efficient, collaborative and family-centred care. Undergraduate students in nursing, physiotherapy and occupational therapy participated in group discussions, seminars by staff members and group presentations.

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An Interprofessional Collaborative Practice model for preparation of clinical educators

An Interprofessional Collaborative Practice model for preparation of clinical educators

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

Work-integrated learning is essential to health professional education, but faces increasing academic and industry resource pressures. The aim of this pilot "Professional Practice Project" was to develop and implement an innovative education intervention for clinical educators across several health disciplines. The project used interprofessional collaboration as its underlying philosophy, and a participatory action research methodology in four cycles: Cycle 1: Formation of an interprofessional project executive and working party from academic staff.

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