Resource Center

OBJECTIVE:

To design, implement, and evaluate an interprofessional learning workshop on pediatric prescribing.

DESIGN:

An interactive workshop on pediatric prescribing was designed and delivered by pediatricians and pharmacists to fourth-year medical and pharmacy students on 3 university campus settings. Students were assigned to either interprofessional workshop groups (pharmacy and medical students) or non-interprofessional workshop groups (medical students only).

ASSESSMENT:

To achieve effective interprofessional learning there must be effective teaching. In this study we analyse the impact of a Masters level two day course designed to prepare teachers for their role(s) in the design development and facilitation of interprofessional student groups. Since its inception the course has run periodically each year attracting over 70 health and social care teachers from academic and practice settings.

BACKGROUND:

Safe drug prescribing and administration are essential elements within undergraduate healthcare curricula, but medication errors, especially in paediatric practice, continue to compromise patient safety. In this area of clinical care, collective responsibility, team working and communication between health professionals have been identified as key elements in safe clinical practice. To date, there is limited research evidence as to how best to deliver teaching and learning of these competencies to practitioners of the future.

METHODS:

BACKGROUND:

One of the major barriers to effective team working among healthcare professionals is a lack of knowledge of each other's roles. The importance of understanding Irish healthcare students' attitudes towards team working and each other's roles led to the development of this study.

AIMS:

The aims were to investigate allied health professional students' perceptions and experiences of the stroke rehabilitation team and the role of the Speech and Language Therapist (SLT).

METHODS & PROCEDURES:

The promotion of interprofessional working is a key government target for healthcare professionals. This article outlines one approach to establish inter-professional learning in the practice setting using systems based on current clinical placement allocation of students from a variety of health and social care professions. By utilising current unprofessional support systems for developing the learning environment, inter-professional learning opportunities were created for students.

A significant number of patients requiring critical care are now being managed outside of critical care facilities. There is evidence that staff looking after these patients lack the necessary knowledge and skills to care for them safely, and that effective pre-registration education can play a significant role in addressing these shortfalls in nurses' knowledge and skills.

The objective of this study was to identify any residual challenges in a unit with a track record of good clinical performance. A cross-sectional survey of frontline caregiver attitudes was conducted using a validated psychometric instrument. A total of 69% (91 of 132) of eligible participants completed questionnaires. The results indicated positive safety culture, teamwork climate, and job satisfaction. Perceptions of high workload and insufficient staffing levels were the most prominent negative observations but not to the detriment of job satisfaction or perception of work conditions.

AIM: The purpose of this study was to examine health science students' perceptions of an interprofessional education (IPE) module delivered by means of problem-based learning (PBL).

How Allied Health Professional (AHP) students and educational providers within England are redefining professionalism is the focus of this small scale case study. A single case study design was used to explore how AHP students viewed how they had learnt to be professional.

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/20178422