OBJECTIVE:

To evaluate one ethics rounds model by describing nurses' and doctors' experiences of the rounds.

METHODS:

OBJECTIVE: National policy makers and psychiatric educators have established the goals of teaching and promoting interdisciplinary care as high priorities. This article describes the implementation of an interprofessional seminar for which the dual aims were to provide a knowledge base for treating individuals with serious mental illness and to teach how to work collaboratively with other disciplines.

Caring for older adults has become increasingly complex due to multiple health and societal factors. The purpose of this study was to evaluate the impact of an interprofessional community-based educational project on students' attitudes toward other health care professions and older adults. A pretest and posttest quasi-experimental research design was implemented with 64 participating students from four health care professions (nursing, occupational therapy, physical therapy, and pharmacy).

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/18800283

The CPD(iQ) Saskatchewan Project (ICEC(4)) is directed by the Inter-Professional Continuing Education for Collaborative Client Centered Care Committee, representing the disciplines of medicine, nursing, physical therapy, pharmacy, kinesiology and dentistry at the University of Saskatchewan. It was designed to serve two target audiences: the urban underserved community that would access services at the West Winds Primary Care Centre; and health professionals at the West Winds who would deliver educational modules to those in need.

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/19012146

INTRODUCTION:

The Taiwan Joint Commission on Hospital Accreditation endorsed the Institute of Medicine (IOM) dimensions of health care quality as safe, timely, effective, efficient, equitable, and patient-centered. The Taiwan Association of Medical Education has also adopted the Accreditation Council for Graduate Medical Education (ACGME) outcome project and core competencies for Taiwan physicians in training. These schemes focus on patient care, medical knowledge and skills, interpersonal and communication skills, professionalism, system-based practice and practice-based learning and improvement.

Effective delivery of high-quality palliative care requires effective interprofessional team working by skilled healthcare professionals. Palliative care is therefore highly suitable for sowing the seeds of interprofessional team working in early professional undergraduate medical education. Integrating palliative medicine in undergraduate medical education curricula seems to be a must.