Introducing first year students to interprofessionalism: Exploring professional identity in the "enterprise culture": A Foucauldian analysis
This paper explores the experiences of, and thoughts on, interprofessional learning and care of first year health science students at a large Canadian university within a broad socioeconomic context. We apply discourse analysis to survey data collected to evaluate an introductory interprofessional event involving first year students from a variety of health professions. Follow-up focus-group interviews were conducted to gain greater understanding of student issues and concerns emerging from the survey, providing a second source of data.
Interprofessional education: An overview of key developments in the past three decades
OBJECTIVE: This paper provides an overview of key developments of interprofessional education (IPE) in relation to its evolution over the past 30 years.
METHODS: A narrative review of the salient IPE literature was undertaken to generate key source materials for this paper.
A critical examination of the role of appreciative inquiry within an interprofessional education initiative
Appreciative inquiry (AI) is a relatively new approach to initiating or managing organizational change that is associated with the 'positiveness' movement in psychology and its offshoot positive organizational scholarship. Rather than dwelling upon problems related to change, AI encourages individuals to adopt a positive, constructive approach to managing change. In recent years, AI has been used to initiate change across a broad range of public and private sector organizations.
Assessment of interprofessional learning: The design of an interprofessional objective structured clinical examination (iOSCE) approach
Despite the broad adoption of IPE across a number of educational institutions, in general, there continues to be little focus on the development and implementation of sound assessment strategies.
Exploring an IPE faculty development program using the 3-P model
While interprofessional education (IPE) activities have expanded across clinical contexts and countries in the past decade, our empirical understanding of this form of education is limited by an over-reliance upon studies which continue to focus on short term learner-focused outcomes. As a result we have only a partial understanding of the attributes needed to become an effective interprofessional facilitator.
Synthesis of systematic review evidence of interprofessional education
Interprofessional education (IPE) continues to be a central focus within health care and research spheres. As a result, there is a sustained interest in understanding its overall effects on learners, professions, organizations, and patients. Systematic reviews are instrumental in assessing evidence and informing disciplinary fields about the effects of interventions and providing direction for future activity and research. This paper provides a synthesis and critical appraisal of the evidence for IPE contained in the small, but growing, systematic review literature.
The effectiveness of interprofessional education: Key findings from a new systematic review
Over the past decade systematic reviews of interprofessional education (IPE) have provided a more informed understanding of the effects of this type of education. This paper contributes to this literature by reporting an update of a Cochrane systematic review published in this journal ten years ago (Zwarenstein et al., 1999 ). In updating this initial review, our current work involved searches of a number of electronic databases from 1999-2006, as well as reference lists, books, conference proceedings and websites.
An interprofessional education session for first-year health science students
OBJECTIVE: To implement and evaluate the effectiveness and short-term impact of an interprofessional education (IPE) session in the first year for health sciences students representing 9 health professions.
Examining the effects of interprofessional education on mental health providers: Findings from an updated systematic review
BACKGROUND: Interprofessional education (IPE)'s popularity as an effective strategy to enhance the ability of health professionals to work in interprofessional teams has grown substantially over the past decade.
AIMS: Building upon the work of Reeves ( 2001 ), this paper provides an updated systematic review of the effects of IPE on mental health providers delivering adult mental health care from 1967 to 1998.
“Mainstreaming” Interprofessional Education within Hospital Settings: Findings from a Multiple Case Study
Background: Interest in interprofessional education (IPE) to promote effective interprofessional collaboration (IPC) has gained momentum across healthcare, professional education, and government sectors. In general, the IPE literature tends to report single-site studies. This article presents a rare study that reports a largescale multi-site IPE initiative. It draws upon a newly developed notion of mainstreaming—introduced to the literature by Barr and Ross—that helps illuminate the implementation issues related to an IPE initiative.