All professionals are equal but some professionals are more equal than others? Dominance, status and efficiency in Swedish interprofessional teams
This study explored status differences in interprofessional teams and their link with efficiency. In total, 62 teams (423 individuals) from occupational health-care, psychiatry, rehabilitation and school health-care responded to a questionnaire. Fifty-four of those teams (360 individuals) also participated in an observation session simulating problem-solving team meetings. Data were reduced to a number of indexes: self-assessed/perceived equality, functional influence and efficiency; and observed verbal dominance/activity and problem-solving capacity.
The Dalhousie Health Mentors Program: introducing students to collaborative patient/client-centered practice
The Dalhousie Health Mentors Program builds on a long history of interprofessional health education initiatives by introducing students in health and social care professions to chronic conditions and disabilities, patient/client-centredness, interprofessional learning, and team functioning. This large interprofessional education program (16 participating programs, 650 students) connects interprofessional student teams with Health Mentors, who are adult volunteers with chronic conditions, for a learning experience that extends over one academic year.
An interprofessional approach to teaching communication skills
INTRODUCTION:
Recent research suggests that effective interprofessional communication and collaboration can positively influence patient satisfaction and outcomes. Health professional communication skills do not necessarily improve over time but can improve with formal communication skills training (CST). This article describes the development, evaluation, and lessons learned for a novel theater-based role-play CST program designed to improve community cancer care for patients and families by enhancing health care professionals' communication skills.
INTERVENTION:
Sustaining simulation training programmes--experience from maternity care
There is little scientific evidence to support the majority of simulation-based maternity training programmes, but some characteristics appear to be associated with sustainability. Among these are a clear institutional-level commitment to the course, strong leadership in course organisation, a curriculum relevant to clinical practice, a nonthreatening learning environment, the establishment of multiprofessional training and the use of simulators appropriate to the learning objectives.
Are female students in general and nursing students more ready for teamwork and interprofessional collaboration in healthcare?
BACKGROUND:
Interprofessional Education (IPE) is now spreading worldwide and many universities are now including IPE in their curricula. The aim of this study was to investigate whether or not such student characteristics as gender, previous working experience in healthcare, educational progress and features of the learning environment, such as educational programmes and curriculum design, have an impact on their open-mindedness about co-operation with other professions.
METHODS:
An investigation of "agreement" in the context of interprofessional discussion online: a "netiquette" of interprofessional learning?
This article suggests that "agreement" is a predominant feature of online discussions amongst undergraduate health and social care professionals, which is an area of concern. The context for the research is an online interprofessional learning pathway completed by ~2,800 students each year. The concept of agreement, how and why it is reached and what it indicates in an online interprofessional group is examined.
Improving chronic care of type 2 diabetes using teams of interprofessional learners
PURPOSE:
To improve the care and outcomes of adult patients with type 2 diabetes by teaching interprofessional teams of learners the principles and practices of the Improving Chronic Illness Care Model.
METHOD:
The Leicester Model of Interprofessional education: developing, delivering and learning from student voices for 10 years
There are few sustained interprofessional learning opportunities in practice which engage the whole cohort of health and social care students across a region, the Leicester Model of Interprofessional Education is such an example. Since 1995 the Leicester Model has evolved to enable health and social care students to learn about the complexities of delivering multi-agency care in a range of health and social care settings. The learning environment is situated at the front line of service delivery.
An interprofessional education session for first-year health science students
OBJECTIVE:
To implement and evaluate the effectiveness and short-term impact of an interprofessional education (IPE) session in the first year for health sciences students representing 9 health professions.
DESIGN: