Providing a Specialty Service: Dermatology at the Phillips Neighborhood Clinic
Since introducing dermatology at the Phillips Neighborhood Clinic (PNC), we have successfully treated and made an impact on over 40 patients with varying dermatological conditions and created an effective follow-up protocol for patients seen. As a student-run free clinic, the PNC encounters patients with diverse medical problems that we often cannot address at the clinic. Problems that we often see are patients dealing with mild to severe skin conditions that could be easily addressed by a dermatologist.
Principles of Veterinary Medical Ethics of the AVMA
Exemplary professional conduct upholds the dignity of the veterinary profession. All veterinarians are expected to adhere to a progressive code of ethical conduct known as the Principles of Veterinary Medical Ethics (PVME). The PVME comprises the following Principles, the Supporting Annotations, and Useful Terms.
Phillips Neighborhood Clinic- Service Model, Community Involvement, and Interdisciplinary Teamwork
The Phillips Neighborhood Clinic (PNC) is a completely student run clinic that offers free, high quality, comprehensive care to a patient population that otherwise lacks access to such services. The PNC achieves this through three main principles:
(1)interdisciplinary care, (2) student leadership, and (3) community collaboration.
This document explains the three PNC principles.
Occupational Therapy Code of Ethics
The 2015 Occupational Therapy Code of Ethics (Code) of the American Occupational Therapy Association (AOTA) is designed to reflect the dynamic nature of the profession, the evolving health care environment, and emerging technologies that can present potential ethical concerns in research, education, and practice. AOTA members are committed to promoting inclusion, participation, safety, and well-being for all recipients in various stages of life, health, and illness and to empowering all beneficiaries of service to meet their occupational needs.
Interprofessional resuscitation rounds: a teamwork approach to ACLS education
Purpose: We developed and implemented a series of interprofessional resuscitation rounds targeting fourth year nursing and medical students, and junior residents from a variety of specialty programs.
Interprofessional education: The student perspective
The Toronto Rehabilitation Institute (Toronto Rehab) is a current leader in the movement of
Innovative health care delivery teams: Learning to be a team player is as important as learning other specialised skills
Purpose: The purpose of the paper is to show that free flowing teamwork depends on at least three aspects of team life: functional diversity, social cohesion and superordinate identity.
Enhancing patient safety through teamwork training
The effective reduction of medical errors depends on an environment of safety for patients in both clinically based and systems-oriented arenas. Formal teamwork training is proposed as a systems approach that will achieve these ends. In a study conducted by (Dynamics Research Corporation,) weaknesses and error patterns in Emergency Department teamwork were assessed, and a prospective evaluation of a formal teamwork training intervention was conducted. Improvements were obtained in five key teamwork measures, and most importantly, clinical errors were significantly reduced.
Core Competencies for Interprofessional Collaborative Practice
This report is organized in the following fashion: first, we provide key definitions and principles that guided us in identifying core interprofessional competencies. Then, we describe the timeliness of interprofessional learning now, along with separate efforts by the six professional education organizations to move in this direction. We identify eight reasons why it is important to agree on a core set of competencies across the professions.
Collaborative learning for collaborative working? Initial findings from a longitudinal study of health and social care students.
This paper presents the initial findings from a longitudinal quantitative study of two cohorts of students who entered the 10 pre-qualifying programmes of the Faculty of Health and Social Care, University of the West of England (UWE), Bristol, UK. The overall aim of the study is to explore students' attitudes to collaborative learning and collaborative working, both before and after qualification.