The Impact of a Multidisciplinary, Student-Run, Free Clinic on Health Professional Students’ Attitudes Towards the Underserved and Interprofessionalism
To determine the impact of a multidisciplinary, student-run, free clinic on health professional students’ attitudes towards the underserved and interprofessionalism attitudes and skills. We hypothesize that these students will show better attitudes and skills than those students not volunteering in the clinic. Many health professional schools find it challenging to teach interprofessionalism in a way that is both valued by students and impactful on the outcome of changing the attitudes and behaviors towards students from other professions.
The American Society of Clinical Laboratory Science Code of ethics
The Code of Ethics of the American Society for Clinical Laboratory Science sets forth the principles and standards by which clinical laboratory professionals practice their profession.
The American Public Health Association Code of ethics
A code of ethics for public health can clarify the distinctive elements of public health and the ethical principles that follow from or respond to those elements. It can make clear to populations and communities the ideals of the public health institutions that serve them, ideals for which the institutions can be held accountable.
The American Nurses Association- Code of Ethics for Nurses
The Code of Ethics for Nurses establishes the ethical standard for the professional and provides a guide for nurses to use in ethical analysis and decision making.
The American Medical Association Code of ethics
The medical profession has long subscribed to a body of ethical statements developed primarily for the benefit of the patient. As a member of this profession, a physician must recognize responsibility to patients first and foremost, as well as to society, to other health professionals, and to self. The following Principles adopted by the American Medical Association are not laws, but standards of conduct which define the essentials of honorable behavior for the physician.
The American Dental Hygienists Association Code of ethics
The purpose of a professional code of ethics is to achieve high levels of ethical consciousness, decision making, and practice by the members of the profession. Specific objectives of the Dental Hygiene Code of Ethics are:
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to increase our professional and ethical consciousness and sense of ethical responsibility.
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to lead us to recognize ethical issues and choices and to guide us in making more informed ethical decisions.
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to establish a standard for professional judgment and conduct.
The American Dental Association Code of ethics and professional conduct
The ADA Code is, in effect, a written expression of the obligations arising from the implied contract between the dental profession and society.
Members of the ADA voluntarily agree to abide by the ADA Code as a condition of membership in the Association. They recognize that continued public trust in the dental profession is based on the commitment of individual dentists to high ethical standards of conduct.
The ADA Code has three main components: The Principles of Ethics, the Code of Professional Conduct and the Advisory Opinions.
Technologies for interprofessional education: the interprofessional education-distributed "e-Classroom-of-the-Future
Communications strategies are central to the planning and execution of interprofessional education (IPE) programs. The diversity of telecommunications-based tools and platforms available for IPE is rapidly expanding. Each tool and platform has a potentially important role to play. The selection, testing, and embedding of tools, such as social networking platforms, within education programs can be very challenging.
Team-Based Competencies Building a Shared Foundation For Education and Clinical Practice
Most experts, including the conference sponsors and the IPEC panel, believe that in order to deliver high-quality, safe and efficient care, and meet the public’s increasingly complex health care needs, the educational experience must shift from one in which health profession students are educated in silos to one that fosters collaboration, communication and a team approach to providing care.
Second year scepticism: pre-qualifying health and social care students' midpoint self-assessment, attitudes and perceptions concerning interprofessional learning and working
A study in an English Faculty of Health and Social Care explores the effects of a pre-qualifying interprofessional curriculum incorporating interprofessional modules in each year of study. The study design involves collecting data on entry to the Faculty, after completion of the second interprofessional module, on qualification and after 9 months qualified practice. At each point, students complete questionnaires concerning communication and teamwork skills and interprofessional learning and working. This paper presents results from 723 students at the second data collection point.