Perceived benefits and challenges of interprofessional education based on a multidisciplinary faculty member survey
OBJECTIVE:
To identify differences among faculty members in various health professional training programs in perceived benefits and challenges of implementing interprofessional education (IPE).
METHODS:
A 19-item survey using a 5-point Likert scale was administered to faculty members across different health disciplines at a west coast, multicollege university with osteopathic medicine, pharmacy, and physician assistant programs.
RESULTS:
TDM: Team Development Measure
BACKGROUND AND OBJECTIVES: Our objective was to describe the psychometric properties of a measure of team development that can be used to assess and guide team functioning in health care settings.
Economics of Team-based Care in Controlling Blood Pressure: A Community Guide Systematic Review
Context
High blood pressure is an important risk factor for cardiovascular disease and stroke, the leading cause of death in the U.S., and a substantial national burden through lost productivity and medical care. A recent Community Guide systematic review found strong evidence of effectiveness of team-based care in improving blood pressure control. The objective of the present review is to determine from the economic literature whether team-based care for blood pressure control is cost beneficial or cost effective.
Fostering Interdisciplinary Communication between Pharmacy and Nursing Students
Objective. To evaluate pharmacy and nursing student self-perceptions of interdisciplinary communication skills, faculty member perceptions of interdisciplinary communication skills, and changes in those skills after increasing the interdisciplinary education content.
Interprofessional Clinical Education Case Study Competition from the Public Health Perspective
This is a review of Interprofessional Clinical Case Study Competition, sponsored by a medical school (AT Still University/Kirksville College of Osteopathic Medicine: medicine and dentistry) with collaboration from an undergraduate health professions program (Truman State University: nursing, public health, speech-language pathology, and athletic training).
Redesigning inpatient care: Testing the effectiveness of an accountable care team model
OBJECTIVE
Describe a model of inpatient care and measure its impact.
DESIGN
A quantitative assessment of the implementation of a new model of care. The graded implementation of the model allowed us to follow outcomes and measure their association with the dose of the implementation.
SETTING AND PATIENTS
Inpatient medical and surgical units in a large academic health center.
INTERVENTION
The Readiness for Interprofessional Learning Scale: To RIPLS or not to RIPLS? That is only part of the question
We live in two inter-related worlds of interprofessional education and collaborative practice (IPECP) by simultaneously implementing and evaluating the University of Minnesota IPECP program, across 21 schools and programs on three campuses and in our work in the National Center for Interprofessional Practice and Education. We are constantly grappling with “on the ground” challenges and national issues that arise in the center; therefore, we are gaining a unique perspective about IPECP.
Incorporating Nurse-Midwifery Students into Graduate Medical Education: Lessons Learned in Interprofessional Education
There is a current emphasis on interprofessional education in health care with the aim to improve teamwork and ultimately the quality and safety of care. As part of a Health Resources and Services Administration Advanced Nursing Education project, an interprofessional faculty and student team planned and implemented the first didactic coursework for nurse-midwifery and medical students at the University of California, San Francisco and responded to formative feedback in order to create a more meaningful educational experience for future combined cohorts.
A Framework for Web-Based Interprofessional Education for Midwifery and Medical Students
Scheduling interprofessional team-based activities for health sciences students who are geographically dispersed, with divergent and often competing schedules, can be challenging. The use of Web-based technologies such as 3-dimensional (3D) virtual learning environments in interprofessional education is a relatively new phenomenon, which offers promise in helping students come together in online teams when face-to-face encounters are not possible.
Interprofessional Workplace Learning in Primary Care: Students from Different Health Professions Work in Teams in Real-Life Settings
Interprofessional education may be defined as an occasion when two or more professions learn with, from, and about each other in order to improve collaboration and quality of care. We studied the self-reported experiences from Norwegian health care students participating in interprofessional workplace learning in primary care. We discuss the results particularly in light of self-determination theory.