Developing interprofessional simulation in the undergraduate setting: experience with five different professional groups
This article reports our experience of developing half-day sessions of interprofessional simulation for pre-qualifying students from medicine, nursing, physiotherapy, radiography and operating department practice. One hundred and ninety-one students participated in a session. A questionnaire consisting of Likert type, visual analog and open comment questions explored their perceptions of the sessions as a learning experience, their attitudes toward interprofessional learning and the factors important for good patient care either after, or before and after, the session, as appropriate.
A survey of pedagogical approaches and quality mechanisms used in education programs for mental health professionals
The provision of high-quality education and training that is responsive, relevant, accessible and evidence based is critical if the vision for quality mental health services presented in recent policy initiatives in Ireland is to be fulfilled. This paper reports the findings related to pedagogical approaches and quality assurance mechanisms utilized within mental health education. The study involved canvassing all Higher Education Institutions in Ireland. A total of 227 courses in 31 educational institutes were identified and 149 questionnaires were returned from 129 Course Coordinators.
Attitudes toward interprofessional education: comparing physician assistant and other health care professions students
PURPOSE:
Since the release of the 1988 World Health Organization report on the need for interprofessional education (IPE) programs, various forms of IPE curricula have been implemented within institutions of higher education. The purpose of this paper is to describe results of a study using the Readiness for Interprofessional Learning Scale (RIPLS) to compare physician assistant (PA) students with other health professions students.
METHODS:
Implementing a nurse-shadowing program for first-year medical students to improve interprofessional collaborations on health care teams
Although physicians and nurses play critical roles in providing team-based collaborative care, the literature on current relationships between physicians and nurses in typical health care settings reveals troublesome characteristics that affect the quality of the patient care that they provide. Studies report communication failures, poor coordination, and fragmented care within and across organizations, which then have been associated with medication errors, patient safety issues, and patient deaths.
Two new aspects of continuity of care
OBJECTIVE: To determine whether the original continuity of care framework is still applicable to family medicine today.
DESIGN: Qualitative descriptive study.
SETTING: Kingston, Ont.
PARTICIPANTS: Three groups of first-year family medicine residents (18 in total), 2 groups of family physicians in established comprehensive practices (9 in total), and 2 groups of family physicians working in episodic care settings (10 in total).
Medical school hotline: interprofessional education: future nurses and physicians learning together
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/22787566
An interprofessional course using human patient simulation to teach patient safety and teamwork skills
OBJECTIVES:
To assess the effectiveness of human patient simulation to teach patient safety, team-building skills, and the value of interprofessional collaboration to pharmacy students.
DESIGN:
Five scenarios simulating semi-urgent situations that required interprofessional collaboration were developed. Groups of 10 to 12 health professions students that included 1 to 2 pharmacy students evaluated patients while addressing patient safety hazards.
ASSESSMENT:
Training improves inter-collegial communication
BACKGROUND: Good intercollegial communication is a relatively unstudied topic, although it is important for both health professionals and patients, contributing to enhanced well-being, self-awareness and integrity for health professionals, and positively affecting patient outcome and satisfaction.
OBJECTIVE: To investigate whether a communication skills training course would improve intercollegial communication in an orthopaedic department.
Changes in student attitudes toward interprofessional learning and collaboration arising from a case-based educational experience
Working effectively with other disciplines is an important and necessary skill for healthcare practitioners. Academic institutions can provide educational experiences that can begin to foster the prerequisite competencies needed to collaborate successfully with other healthcare professionals. The purpose of this study was to examine changes in attitudes toward learning from and collaborating with other healthcare students and professionals arising from an interprofessional educational (IPE) experience.
Attitudes of faculty and students in medicine and the health professions toward interprofessional education
BACKGROUND:
This study evaluated the important relationship between faculty and student attitudes toward interprofessional education using the Interdisciplinary Education Perception Scale (IEPS).
METHODS: