Preparation of educators involved in interprofessional education
To achieve effective interprofessional learning there must be effective teaching. In this study we analyse the impact of a Masters level two day course designed to prepare teachers for their role(s) in the design development and facilitation of interprofessional student groups. Since its inception the course has run periodically each year attracting over 70 health and social care teachers from academic and practice settings.
Interprofessional education in gross anatomy: experience with first-year medical and physical therapy students at Mayo Clinic
Interprofessional education (IPE) in clinical practice is believed to improve outcomes in health care delivery. Integrating teaching and learning objectives through cross discipline student interaction in basic sciences has the potential to initiate interprofessional collaboration at the early stages of health care education. Student attitudes and effectiveness of IPE in the context of a combined gross anatomy course for first-year students in Doctor of Physical Therapy (DPT) and Doctor of Medicine (MD) degrees curricula were evaluated.
Knowledge and perception of physiotherapy by final year medical students of a Nigerian university
BACKGROUND:
It has been shown that multidisciplinary interactions have become a feature of the changing medical education system. It is not clear to what extent medical students have been integrated into this newer model, more especially at the College of Medicine of the University of Lagos (CMUL), AIM: To assess the level of knowledge and perception of physiotherapy by the final year medical students of CMUL about physiotherapy.
MATERIAL AND METHODS:
A 'RIPPER' Project: advancing rural inter-professional health education at the University of Tasmania
OBJECTIVES:
To develop and evaluate a classroom-based curriculum designed to promote interprofessional competencies by having undergraduate students from various health professions work together on system-based problems using quality improvement (QI) methods and tools to improve patient-centered care.
DESIGN:
Development of a program for improving interprofessional relationships through intentional conversations in primary care
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/18800284
A pilot study evaluating an interprofessional education workshop for undergraduate health care students
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/21486128
Silos to systems: three models for developing geriatric interprofessional education
OBJECTIVE: To describe three interprofessional education (IPE) programs in geriatrics and to encourage senior care pharmacists' innovation and participation in IPE teaching.
DESIGN: Description of three geriatric IPE programs showing how pharmacy faculty along with colleagues in other health professions established, conducted, and evaluated their respective IPE programs.
An interprofessional pediatric prescribing workshop
OBJECTIVE:
To design, implement, and evaluate an interprofessional learning workshop on pediatric prescribing.
DESIGN:
An interactive workshop on pediatric prescribing was designed and delivered by pediatricians and pharmacists to fourth-year medical and pharmacy students on 3 university campus settings. Students were assigned to either interprofessional workshop groups (pharmacy and medical students) or non-interprofessional workshop groups (medical students only).
ASSESSMENT:
Using simulation pedagogy to enhance teamwork and communication in the care of older adults: the ELDER project
The Expanded Learning and Dedication to Elders in the Region (ELDER) project addressed the needs of under-served older adults by educating health care providers in home health and long-term care facilities. Four agencies in a health professional shortage/medically underserved area participated. Focus groups were held to determine agency-specific educational needs. Curricula from the John A. Hartford Foundation were adapted to design unique curricula for each agency and level of personnel during the first 2 years.
Patient safety education: an exploration of student-driven contextual learning
Medical and nursing students organized a contextual interprofessional learning experience involving observation of surgical safety practices according to the parameters of the World Health Organization (WHO) surgical safety checklist. Students were oriented to patient safety principles, operating room (OR) protocol, and the WHO surgical safety checklist. One hundred thirty students participated in interprofessional OR visitations.