This is the closest I have come to being compared to a doctor: views of medical students on clinical clerkship in an Interprofessional Training Unit
BACKGROUND: The need for interprofessional education has been apparent for decades and in 2004, we established the first Interprofessional Training Unit (ITU) in Denmark. Nursing, occupational therapy and physiotherapy students were in the ITU for its first 2 years and in 2006, medical students joined in. The students in collaboration run a ward with eight beds under the supervision of trained personnel.
Medical and nursing students attitudes towards interprofessional education in Nepal
In order to elicit the attitudes of final year medical and 3rd year undergraduate nursing students, towards interprofessional education (IPE), a survey using a 25-item questionnaire and a five-point Likert scale design was administered to a convenience sample of 60 students. In addition, two focus group discussions were carried out, one in each student group, using a topic guide. The findings suggest that the majority of the students were aware about the concept and importance of IPE.
What attracts students to interprofessional education and other health care reform initiatives?.
BACKGROUND: An international consensus has emerged that interprofessional education (IPE) and other health care reforms are necessary to address the increasing complexity of patients' health needs. Despite overwhelming barriers to its system-wide implementation, health professional students worldwide have organized themselves to promote IPE and have achieved considerable attention. This study seeks to offer insights into what attracts students to IPE and other health care reform initiatives and how advocates of change can stimulate this interest.
Interprofessional education for students of the health professions: the "Seamless Care" model
"Seamless Care" was one of 21 grants awarded by Health Canada to inform policymakers of the effectiveness of interprofessional education in promoting collaborative patient-centred practice among health professionals. The "Seamless Care" model of interprofessional education was designed with input from three Faculties at Dalhousie University (Medicine, Dentistry and Health Professions). The design was grounded in relevant learning theories--Social Cognitive Theory, Self-efficacy, Situated Learning theory and Constructivism.
What influences referrals within community palliative care services? A qualitative case study
Evidence suggests that the utilisation of community palliative care services varies considerably according to different patient characteristics. Most literature describes this variability, but does not address why such differences exist. Exploring the processes underpinning referral making rather than simply describing the outcomes of referrals may further our understanding of this variability. The aim of this article was to investigate the influences on referral decisions made within community palliative care services.
Developing disaster preparedness competence: an experiential learning exercise for multiprofessional education
BACKGROUND:
The hurricane disasters of 2005 and the threat of pandemic infectious diseases compel medical educators to develop emergency preparedness training for medical students and other health care professional students.
DESCRIPTION:
Enhancing learning through an interprofessional project competition
This article describes the process of using an interprofessional team project to address one of the most commonly occurring challenges in health care delivery--medication reconciliation. We describe the planning and execution of the process and the lessons learned from the experience. The intent of this article is to document the significance of each process and the importance of each member involved in the process, and to act as a guideline for institutions planning similar interprofessional team project experiences for students.
Interprofessional clinical education: clinicians' views on the importance of leadership
The current shortage of health professionals necessitates new approaches to clinical education that can expand the number of undergraduate students undertaking clinical placements without increasing the burden on clinical staff or placing patients at risk. Interprofessional education has the potential to help increase clinical capacity whilst enriching students' clinical experience. This paper reports on a project which investigated the potential for interprofessional education to increase undergraduate clinical placement capacity in clinical settings.
Improving services for back pain: putting the patient at the centre of interprofessional education
INTRODUCTION:
Studies exploring the role of patients in interprofessional education (IPE) are found primarily in undergraduate programmes with few reporting on the postgraduate (continuing professional development) setting. This paper describes an interprofessional quality improvement project around the management of back pain in a primary care setting where patients were part of the practice team.
METHODS: