Improvement of teamwork in health care through interprofessional education
INTRODUCTION:
Collaboration, within and between healthcare teams, facilitates effective healthcare. Internationally, the development of interprofessional education, as a means to facilitate more effective teamwork in health care, has been recognized for over forty years.
OBJECTIVE:
The aim of this paper is to evaluate students' attitudes toward the influence of interprofessional education on improvement of collaboration and teamwork.
METHODS:
Implementing an interfaculty series of courses on interprofessional collaboration in prelicensure health science curriculums
INTRODUCTION:
Interprofessional collaborative practices are increasingly recognized as an effective way to deal with complex health problems. However, health sciences students continue to be trained in specialized programs and have little occasion for learning in interdisciplinary contexts.
PROGRAM DEVELOPMENT:
Interprofessional educator ambassadors: An empirical study of motivation and added value
BACKGROUND:
Interprofessional education (IPE) is being led by a driving force of teaches who advocate for the importance of this learning within health and social care professional curriculum. Many of these leaders have additional uni professional teaching responsibilities.
AIMS:
This study aimed to explore the impact of leading an IPE curriculum on teachers, who were at the forefront of establishing a new IPE curriculum in the east midlands, UK.
METHODS:
Students' perceptions of interprofessional learning through facilitated online learning modules
BACKGROUND: Asynchronous e-learning is an appealing option for interprofessional education (IPE) as it addresses the geographic and timetabling barriers often encountered when organizing activities across educational programs.
AIM: This study examined the extent to which pre-licensure students were able to learn with, from, and about each other through completion of innovative online IPE learning modules.
Evaluation of a multifaceted pre-registration interprofessional education module
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/20178422
Evaluation of an interprofessional collaboration workshop for post-graduate residents, nursing and allied health professionals
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/19995269
Learning through participating on an interprofessional training ward
Learning in clinical education can be understood as a process of becoming a legitimate participant in the relevant context. Interprofessional training wards (IPTWs) are designed to give students from educational programmes in health and social care a realistic experience of collaboration for the purpose of developing teamwork skills. IPTWs have been found to be appreciated by the students and to influence students' understanding of each other's professions.
The impact of communication disability on interdisciplinary discussion in rehabilitation case conferences
PURPOSE: This article presents a descriptive research study that investigated the issues discussed in rehabilitation case conferences, with specific reference to patients with acquired communication disabilities of neurological origin.
Routine and adaptive expert strategies for resolving ICT mediated communication problems in the team setting.
CONTEXT: The use of information and communication technologies (ICTs) for supporting interprofessional communication is becoming increasingly common in health care. However, little research has explored how ICTs affect interprofessional communication, or how novices are trained to be effective interprofessional ICT users. This study explores the interprofessional communication strategies of nurses and doctors (trainees and experts) when their communications were mediated by a specific ICT: an electronic patient record (EPR).
Socialization in health education: encouraging an integrated interprofessional socialization process
There is limited research on how health professionals are currently socialized to work interprofessionally. As part of a large-scale initiative funded by Health Canada, this report adds to our understanding of socialization and how it can prepare the health care student for an interprofessional health care environment. Data were collected through semistructured individual and group interviews with 83 respondents (i.e., faculty, students, health care and academic administrators, and health care providers) at seven clinical sites and five academic institutions throughout Alberta.