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This is a mixed methods study to examine learning outcomes on Physician Assistant students of a longitudinal geriartics IPE curriculum for 5 health professions.

In September 2013, 84 fourth-year dental students, 168 second-year medical students, and 84 nurse practitioner and nurse-midwifery students gathered in small groups at the New York Simulation Center, operated by the NYU School of Medicine at Bellevue Hospital Center, to learn from one another and gain a stronger understanding of the roles and responsibilities of each profession.

Introduction: Teaching strategy for nursing students needs to be varied for the future preparation and to increase confidence level in delivering quality care to patients. Interprofessional learning (IPL) is a way to encourage collaboration among health professional teams that will drive them to collaborate with, from and about other professions and thus, it allow students to have greater knowledge. Currently, many students are unable to learn together during clinical posting due to professional boundaries.

In this introduction to a special issue of Michener magazine, the author highlights the importance of breakthroughs at the Institute.

Interprofessional education needs focal points, in theory and in research - a strong theory that will allow the evaluation of parameters associated with interprofessional collaboration in education and practice, and that involves a mix of health and human service professions both within the university, and with community partners.

The Romanow Commission (November, 2002) may be an event of the past, but in a number of different venues the work needed to set in place changes recommended by Romanow is just beginning. The most visible is the formation of the national Health Council, announced in December 2003, to be chaired by Michael Decter.

Collaboration between nurses and physicians has emerged as a result of recent research as a key variable in explaining patient outcomes from intensive care. However, the term has lacked a generally accepted definition, and this creates problems for new research. The use of the term in studies related to collaborative practice is reviewed here. Content areas for an instrument that could be used to examine collaborative work are suggested.

PURPOSE: Traditional expectations of the single attending physician who manages a patient's care do not apply in today's intensive care units (ICUs). Although many physicians and other professionals have adapted to the complexity of multiple attendings, ICU patients and families often expect the traditional, single physician model, particularly at the time of end-of-life decision making (EOLDM). Our purpose was to examine the role of ICU attending physicians in different types of ICUs and the consequences of that role for clinicians, patients, and families in the context of EOLDM.

Background: To support the process of effective family decision-making, it is important to recognize and understand informal roles various family members may play in the end-of-life decision-making process.

Objective: The purpose of this study was to describe some informal roles consistently enacted by family members involved in the process of end-of-life decision-making in intensive care units (ICUs).

Purpose: Prior researchers studying end-of-life decision making (EOLDM) in intensive care units (ICUs) often have collected data retrospectively and aggregated data across units. There has been little research, however, about how cultures differ among ICUs. This research was designed to study limitation of treatment decision making in real time, to evaluate similarities and differences in the cultural contexts of four ICUs and the relationship of those contexts to EOLDM.