Changing the future of health professions: embedding interprofessional education within an academic health center
Institutions are increasingly considering interprofessional education (IPE) as a means to improve health care and reduce medical errors in the United States. Effective implementation of IPE within health professions education requires a strategic institutional approach to ensure longevity and sustainability.
Development and testing of a scale to assess interprofessional education (IPE) facilitation skills
INTRODUCTION:
Interprofessional education (IPE) is interactive and constructivist in nature and requires specific facilitation skills to engage participants in a unique body of content, interpersonal interaction, and learning from each other. This article describes the development and testing of a scale, the Interprofessional Facilitation Scale (IPFS), to assess educators' skills in facilitating IPE.
METHODS:
Validity and reliability of a multiple-group measurement scale for interprofessional collaboration
BACKGROUND: Many measurement scales for interprofessional collaboration are developed for one health professional group, typically nurses. Evaluating interprofessional collaborative relationships can benefit from employing a measurement scale suitable for multiple health provider groups, including physicians and other health professionals. To this end, the paper begins development of a new interprofessional collaboration measurement scale designed for use with nurses, physicians, and other professionals practicing in contemporary acute care settings.
Interprofessional learning as a means of enhancing professional competence
This paper explores some core features of interprofessional learning (IPL) and provides an example from the Swedish context. At Linköping university IPL was made an integral part of the problem based learning (PBL) programs that were implemented in 1986 at the Faculty of health sciences. A description of how the IPL strand is designed and some conclusions from evaluation studies are as well provided.
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/20369439
Allport's Intergroup Contact Theory as a theoretical base for impacting student attitudes in interprofessional education
Interprofessional education has been defined as "members or students of two or more professionals associated with health or social care, engaged in learning with, from and about each other". Ideally, students trained using interprofessional education paradigms become interprofessional team members who gain respect and improve their attitudes about each other, and ultimately improve patient outcomes. However, it has been stated that before interprofessional education can claim its importance and successes, its impact must be critically evaluated.
An interprofessional rural clinical placement pilot project
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/19412860
Interprofessional education in US medical schools
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/20148622
How consultation liaison meetings improved staff knowledge, communication and care
This article describes the evolution of a multiprofessional group in a psychiatric nursing home for older people with mental illness and challenging behaviours. The nursing home has gained a reputation for excellence, and we believe the group has contributed to this. To analyse how the group has helped, a staff survey was carried out. As a result, we suggest that groups like this should be a standard part of community liaison services for residential homes for older people.
Reflections on facilitating an interprofessional problem-based learning module
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/19842961