Interprofessional Education: Collaboration or Competition? A Tale of Two Experiences
(...closing remarks from the paper)
Interprofessional Education in Gross Anatomy: Experience With First-Year Medical and Physical Therapy Students at Mayo Clinic
Interprofessional education (IPE) in clinical practice is believed to improve outcomes in health care delivery. Integrating teaching and learning objectives through cross discipline student interaction in basic sciences has the potential to initiate interprofessional collaboration at the early stages of health care education.
A method to enhance student teams in palliative care: Piloting the McMaster-Ottawa Team Observed Structured Clinical Encounter
BACKGROUND: The need for palliative and end-of-life care (PEOLC) education in prelicensure education has been identified. PEOLC requires effective collaborative teamwork. The competencies required for effective collaborative teamwork are only now emerging and methods to evaluate them must be developed.
Stereotyping as a barrier to collaboration: Does interprofessional education make a difference?
This research was part of a Health Canada funded initiative developed to provide evidence about the effectiveness of interprofessional education (IPE) interventions to promote collaborative patient-centred care. Health professional students' ratings of health professions and the effect of IPE on those ratings were examined. Participants were divided into three groups (N=51); control, education, and practice site immersion.
Differences in nurse and surgeon perceptions of teamwork: Implications for use of a briefing checklist in the OR
The quality of teamwork among health care professionals is known to affect patient outcomes. In the OR, surgeons report more favorable perceptions of communication during procedures and of teamwork effectiveness than do nurses. We undertook a quality improvement project in the Veterans Health Administration to confirm reported teamwork differences between perioperative nurses and surgeons and to examine the implications of these differences for improving practice patterns in the OR.
Towards culture change in the operating theatre: Embedding a complex educational intervention to improve teamwork climate
BACKGROUND: Changing teamwork climate in healthcare through a collective shift in attitudes and values may be a necessary precursor to establishing a positive teamwork culture, where innovations can be more readily embedded and sustained. A complex educational intervention was initiated across an entire UK Trust's surgical provision, and then sustained. Attitudes towards teamwork were measured longitudinally to examine if the intervention produced sustainable results.
Developing and testing a tool to measure nurse/physician communication in the intensive care unit
OBJECTIVES: The purpose of this study, conducted in 3 intensive care units (ICUs) at 1 Department of Veterans Affairs Medical Center, was to develop tools and procedures to measure nurse/physician communication in future studies.
Advancing Educational Continuity in Primary Care Residencies: An Opportunity for Patient-Centered Medical Homes
Continuity of care is a core value of patients and primary care physicians, yet in graduate medical education (GME), creating effective clinical teaching environments that emphasize continuity poses challenges. In this Perspective, the authors review three dimensions of continuity for patient care-informational, longitudinal, and interpersonal-and propose analogous dimensions describing continuity for learning that address both residents learning from patient care and supervisors and interprofessional team members supporting residents' competency development.
Aligning expansion of graduate medical education with recent recommendations for reform
Veteran Affairs Centers of Excellence in Primary Care Education: Transforming nurse practitioner education
To integrate health care professional learners into patient-centered primary care delivery models, the Department of Veterans Affairs has funded five Centers of Excellence in Primary Care Education (CoEPCEs). The main goal of the CoEPCEs is to develop and test innovative structural and curricular models that foster transformation of health care training from profession-specific "silos" to interprofessional, team-based educational and care delivery models in patient-centered primary care settings.