An Interprofessional Collaborative Practice model for preparation of clinical educators
Work-integrated learning is essential to health professional education, but faces increasing academic and industry resource pressures. The aim of this pilot "Professional Practice Project" was to develop and implement an innovative education intervention for clinical educators across several health disciplines. The project used interprofessional collaboration as its underlying philosophy, and a participatory action research methodology in four cycles: Cycle 1: Formation of an interprofessional project executive and working party from academic staff.
Different roles, same goal: students learn about interprofessional practice in a clinical setting
The Shriners Hospitals for Children-Canada has developed an innovative Interprofessional Education Program to help tomorrow's healthcare professionals gain the skills and knowledge they need to work effectively in teams to provide efficient, collaborative and family-centred care. Undergraduate students in nursing, physiotherapy and occupational therapy participated in group discussions, seminars by staff members and group presentations.
The interprofessional socialization and valuing scale: a tool for evaluating the shift toward collaborative care approaches in health care settings
BACKGROUND: There is a need for tools by which to evaluate the beliefs, behaviors, and attitudes that underlie interprofessional socialization and collaborative practice in health care settings.
A mixed-methods study of interprofessional learning of resuscitation skills
This study aimed to identify the effects of interprofessional resuscitation skills teaching on medical and nursing students' attitudes, leadership, team-working and performance skills.
METHODS:
A quality improvement activity to promote interprofessional collaboration among health professions students
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:
From professional silos to interprofessional education: campuswide focus on quality of care
OBJECTIVES:
The Institute of Medicine called for the integration of interprofessional education (IPE) into health professions curricula, in order to improve health care quality. In response, we developed, implemented, and evaluated a campus wide IPE program, shifting from traditional educational silos to greater collaboration.
METHODS:
The teaching of a structured tool improves the clarity and content of interprofessional clinical communication
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/17456690
Towards healthy professional-client relationships: the value of an interprofessional training course
Boundary violations that threaten professional-client relationships are rarely discussed at the coalface. There is an assumption that healthcare practitioners have the skills necessary to manage professional boundary dilemmas with clients. The issue, if addressed, is usually confined to discipline specific education and training. A one-day Professional Boundaries for Health Professionals (PBHP) training program was developed in response to real life practice dilemmas experienced by health practitioners across the continuum of care.
How to fulfill residents' training needs and public service missions in outpatient general internal medicine? An observational pilot study
QUESTION UNDER STUDY/PRINCIPLES: Ambulatory care is a mandatory component of post-graduate training in general internal medicine. Academic outpatient clinics face challenges in training residents in terms of exposure to sufficient patient case-mix, diversity of clinical activities and continuity of care while fulfilling their mission to provide care to vulnerable populations. We report the development and evaluation of a new postgraduate curriculum in ambulatory care in Geneva, Switzerland, designed to overcome such challenges.
METHODS/DESCRIPTION:
Interprofessional relationships between orthopaedic and podiatric surgeons in the UK
The first comprehensive report on the interprofessional relationships between foot and ankle surgeons in the UK is presented.
MATERIALS AND METHODS:
A questionnaire was sent to orthopaedic surgeons with membership of the British Foot and Ankle Surgery Society (BOFAS), orthopaedic surgeons not affiliated to the specialist BOFAS and podiatrists specialising in foot surgery. The questionnaire was returned by 77 (49%) of the BOFAS orthopaedic consultant surgeons, 66 (26%) of non-foot and ankle orthopaedic consultant surgeons and 99 (73%) of the podiatric surgeons.