Construct validation of the readiness for interprofessional learning scale: A Rasch and factor analysis
In order to improve efficiency and collaboration in healthcare service provision, it is recommended that students engage in interprofessional education; that is, learning with, from and about professions other than one's own profession. Such endeavors are often impeded by pre-existing attitudes; therefore, self-reporting scales such as the Readiness for Interprofessional Learning Scale (RIPLS) have often been used in studies to gauge perspectives. The original 19-item version of the RIPLS was completed by 418 undergraduate healthcare students from a large Australian University.
Making the transition from physiotherapy student to interprofessional team member
OBJECTIVES: To explore final-year physiotherapy students' perceptions and experiences of interprofessional learning in the university and placement setting.
STUDY DESIGN: Focus group and mixed qualitative and quantitative questionnaire.
SETTING: Coventry University.
PARTICIPANTS: Third-year physiotherapy students at Coventry University.
METHODS: The final-year physiotherapy cohort was invited to complete a questionnaire containing a mix of closed- and open-ended questions. Eight volunteers from the same cohort took part in a focus group.
A four-year, systems-wide intervention promoting interprofessional collaboration
BACKGROUND: A four-year action research study was conducted across the Australian Capital Territory health system to strengthen interprofessional collaboration (IPC) though multiple intervention activities.
The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS)
OBJECTIVES: Although shared learning activities are gradually being introduced to health care undergraduates, it has not been possible to measure the effects of educational interventions on students' attitudes. The main objective of this study was to develop a rating scale using items based on the desired outcomes of shared learning, to assess the 'readiness' of health care students for shared learning activities.
DESIGN AND PARTICIPANTS: A questionnaire study of 120 undergraduate students in 8 health care professions.
Handling Ethical Dilemmas in Multidisciplinary Teams: An Interprofessional Values-based Approach
This chapter explores the concept and practice of teamwork and interprofessional collaboration in the support and treatment of clients with mental health problems. Mental health care provision is complex, ethically challenging, and frequently delivered via mental health care teams (MHCT) in both primary and secondary health care settings. We consider how such teams may work together optimally using values-based and client-centered approaches.
The Volume-to-Value Revolution
This inaugural report of the Oliver Wyman Health Innovation Center (OWHIC) explores the future of healthcare between now and 2025. It offers an overview of three major waves of innovation that over the next decade will bring us to a new patient-centered and value-based approach to healthcare delivery.
Teamwork training with nursing and medical students: Does the method matter? Results of an interinstitutional, interdisciplinary collaboration
OBJECTIVES: The authors conducted a randomised controlled trial of four pedagogical methods commonly used to deliver teamwork training and measured the effects of each method on the acquisition of student teamwork knowledge, skills, and attitudes.
Integrating Oral Health into the Interdisciplinary Health Sciences Currriculum
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This paper describes an innovative interprofessional education model, Innovations in Interprofessional Oral Health: Technology, Instruction, Practice, Service for integrating oral health in health sciences curricula. The Program of All-inclusive Care for the Elderly illustrates a patient-centered interdisciplinary practice model for improving oral health of older adults.
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Interprofessional teamwork in medical rehabilitation: A comparison of multidisciplinary and interdisciplinary team approach
OBJECTIVE: To compare multi- and interdisciplinary team approaches concerning team process (teamwork) and team effectiveness (team performance and staff satisfaction) in German medical rehabilitation clinics.
DESIGN: A cross-sectional study with a descriptive-explorative design.
SETTING: Eighteen medical rehabilitation clinics divided into two groups (somatic and psychosomatic indication fields).
SUBJECTS: The 18 head physicians or psychotherapists in the clinics and their complete rehabilitation teams (n = 824).