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:
Informal interprofessional learning: visualizing the clinical workplace
Daily collaboration of senior doctors, residents and nurses involves a major potential for sharing knowledge between professionals. Therefore, more attention needs to be paid to informal learning to create strategies and appropriate conditions for enhancing and effectuating informal learning in the workplace. The aim of this study is to visualize and describe patterns of informal interprofessional learning relations among staff in complex care.
Improving interprofessional collaboration in a community setting: relationships with burnout, engagement and service quality
The main purpose of this study was, firstly, to evaluate the effect of an intervention aimed at improving interprofessional collaboration and service quality, and secondly, to examine if collaboration could predict burnout, engagement and service quality among human service professionals working with children and adolescents. The intervention included the establishment of local interprofessional teams and offering courses.
Assessment of Interprofessional Team Collaboration Scale (AITCS): development and testing of the instrument
INTRODUCTION:
Changes in attitudes toward interprofessional health care teams and education in the first- and third-year undergraduate students
The interprofessional education (IPE) program at Gunma University, Maebashi, Japan, implements a lecture style for the first-year students and a training style for the third-year students. Changes in the scores of modified Attitudes Toward Health Care Teams Scale (ATHCTS) and those of modified Readiness of health care students for Interprofessional Learning Scale (RIPLS) at the beginning and the end of the term were evaluated in the 2008 academic year. Two hundred and eighty-five respondents of a possible 364 completed the survey.
Development of a scale to measure health professions students' self-efficacy beliefs in interprofessional learning
A need exists for measures to evaluate the impact of interprofessional education (IPE) interventions. We undertook development and evaluation of a scale to measure self-efficacy perceptions of pre-licensure students in medicine, dentistry and health professions. The scale was developed in the context of a project entitled, "Seamless Care: An Experiential Model of Interprofessional Education for Collaborative Patient-Centered Practice".