Understanding interprofessional relationships by the use of contact theory
The importance and necessity of interprofessional collaboration (IPC) present challenges for educators as they determine how best to achieve IPC through interprofessional education (IPE). Simulation-based teaching has been shown to enhance students' understanding of professional roles and promote positive attitudes toward team members; yet, empirical evidence providing direction on the conditions necessary to promote these positive outcomes is lacking.
IPE Faculty Development Training Learning Activity: From Madness to Methods
From Madness to Methods is an evidence-based learning exercise developed by faculty from the Medical College of Wisconsin (Simpson et al., 2010) to provide educators with alternative instructional methods for achieving educational objectives. This active group exercise engages participants for a 1.5-hour session. The object is for each participant to identify one or two new instructional methods to incorporate into their teaching repertoire.
IPE Faculty Development Learning Activity: Interprofessional Pictionary
Interprofessional Pictionary was developed by Debbie Kwan from the University of Toronto, Faculty of Pharmacy in 2007 then edited and adapted by the University of Washington Macy Grant Team to teach the IPE competency domain “Roles and Responsibilities.”
Learning goals:
• Understand how professional roles and responsibilities complement each other
• Identify health profession based on training requirements, usual practice setting and scope of practice
IPE Faculty Development Training Learning Activity: Barnga
Barnga is a simulation game that helps players address challenges they may face when interacting with a different profession’s culture.
IPE Faculty Development: Error Disclosure Training Curriculum
The purposes of this online Error Disclosure faculty toolkit are:
- To be an aid for helping faculty and instructors learn how to teach health professional students the fundamental process for disclosing errors to patients.
- To provide a packaged interprofessional team training session using error disclosure simulation/role-play as the vector by which health professional students can learn together to develop and improve team and communication skills.
The toolkit contains:
Promoting interprofessional collaboration: Pharmacy students teaching current and future prescribers about Medicare Part D
BACKGROUND: Nearly all health professional students and prescribers, regardless of specialty, will care for older adults who are enrolled in or eligible for the Medicare Part D prescription drug benefit. Given the growing numbers of older adults, the increased burden of chronic disease, and the escalating costs of health care, health professional students and prescribers across disciplines should learn strategies to promote cost-effective prescribing and collaborate with pharmacists who are experts in medication use and costs.
Continuing interprofessional education in geriatrics and gerontology in medically underserved areas
There is a widening gap between the health care needs of older persons and the treatment skills of the health care professionals who serve them. This gap is especially severe in rural areas, where there is a shortage of and inadequate collaboration between health care professionals and poor access to services for older persons.
Attitudes of students in medicine, nursing, occupational therapy, and physical therapy toward interprofessional education
With the growing interest in interprofessional education and practice, methods to evaluate the effectiveness of related curricular activities are essential. The purpose of this study was twofold: (1) to assess the attitudes of students in medicine, nursing, occupational therapy, and physical therapy toward interprofessional education using the Interdisciplinary Education Perception Scale and Readiness for Interprofessional Learning Scale and (2) to compare data with normative data previously reported.
Interprofessional education in anatomy: Learning together in medical and nursing training
Teamwork and the interprofessional collaboration of all health professions are a guarantee of patient safety and highly qualified treatment in patient care. In the daily clinical routine, physicians and nurses must work together, but the education of the different health professions occurs separately in various places, mostly without interrelated contact. Such training abets mutual misunderstanding and cements professional protectionism, which is why interprofessional education can play an important role in dismantling such barriers to future cooperation.
Training osteopathic geriatric academicians: Impact of a model geriatric residency program
The need for osteopathic geriatric academic leaders who are educators and researchers is well recognized. The University of Medicine and Dentistry of New Jersey-School of Osteopathic Medicine's Geriatric Residency program, a federally funded Faculty Training Project in Geriatric Medicine and Dentistry, has served as a model program in the osteopathic medical profession since its inception in 1989.
