Code blue challenge: let the extracurricular interprofessional games begin
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/22276581
Building capacity for interprofessional practice
BACKGROUND:
Evidence indicates that professional development focused on collaborative practice can improve the quality of care and patient outcomes in specific populations. However, current educational knowledge does not include how to teach professionals to provide interprofessional collaborative care.
METHODS:
Transcultural healthcare immersion: a unique interprofessional experience poised to influence collaborative practice in cultural settings
OBJECTIVE: This paper describes a model for interprofessional and transcultural learning established by the author and supported by the University of New England and Ghana Health Mission, Inc. The model for interprofessional immersion in cultural settings represents a guiding framework predicated on a conceptual "brick and mortar" process for building cultural proficiency among individuals and within teams. It encompasses social, clinical and behavioral components (brick) and personal desire, cultural humility and values (mortar).
Building a sustainable academic-community partnership: focus on fall prevention
OBJECTIVE:
To create an interprofessional/interdisciplinary education (IPE), pilot course that provided a representative group of students the opportunity to develop a 6 week fall reduction program for a group of elder volunteers who were independently living in the community. The authors describe the processes that occurred for the course and student-led program to be developed.
RESULTS:
Models in interprofessional education: the IP enhancement approach as effective alternative
OBJECTIVE:
This article discusses the strategies and challenges of implementing interprofessional education interventions with students from different disciplines. It reviews two models of interprofessional education in academic prelicensure curricula including the extra-curricular and the crossbar models by considering ease of implementation, program reach and sustainability. It also introduces the interprofessional enhancement approach as an additional curriculum development strategy.
RESULTS:
Mastering improvement science skills in the new era of quality and safety: the Veterans Affairs National Quality Scholars Program
RATIONALE, AIMS AND OBJECTIVES:
Theoretical insights into interprofessional education
This article argues for the need for theory in the practice of interprofessional education. It highlights the range of theories available to interprofessional educators and promotes the practical application of these to interprofessional learning and teaching. It summarises the AMEE Guides in Medical Education publication entitled Theoretical Insights into Interprofessional Education: AMEE Guide No.
Clients as mediators of interprofessional collaboration in mental health services in Iran
Interprofessional collaboration (IPC) has long been identified as a way of providing optimal mental health services (MHS). It is important, therefore, to identify and facilitate factors driving IPC. This paper presents health professionals' experiences and perceptions regarding the clients' role as a driving factor for IPC in MHS in an Iranian context. Health professionals included nurses, physicians (general physicians and medical specialists), psychologists and consultants.
Consensus on interprofessional collaboration in hospitals: statistical agreement of ratings from ethnographic fieldwork and measurement scales
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/20860594
Care of the elderly from an international and multiprofessional perspective. Web-based learning
In the future, an increased number of the elderly with their vulnerability related to aging will demand more multidisciplinary and innovative approaches toward their care. A course called "Care of the Elderly from a European Perspective" has been developed in collaboration among several European universities with the aim of providing an opportunity for students to increase their mutual understanding of elder care. The course is based on phenomenographic research and collaborative learning as a pedagogical approach.