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The Interprofessional Rural Program of British Columbia (IRPBC) was established in 2003 as a pilot program aimed at supporting the recruitment of health and human service professionals to rural communities in British Columbia, Canada. The program was designed to expose students in the health and human service professions to rural communities and to assess whether this exposure increased the likelihood of their return to work in nonurban settings once they completed their studies.

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.

The objective of this study was to better understand the long-term effects of an improved model for cooperation on employment between rehabilitation professionals in vocational rehabilitation (VR). To compare these effects with those associated with the traditional model of cooperation. The study featured a group of patients who participated in a developmental project. All of the patients had some degree of restricted work capacity, which was evidenced somatically as well as mentally/socially.

This study aimed to determine the core competencies that underpin the practice of community rehabilitation (CR) practitioners working in a single state in Australia. Using a recursive and consultative methodology designed to build consensus, CR professionals, trainers, educators, and researchers developed a preliminary set of core interprofessional competencies that were considered essential to their practice.

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 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:

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

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/18800284

OBJECTIVES:

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: