The journey beyond silos. Teaching and learning interprofessional ethics at UTHealth
Interprofessional education and ethics education are two educational programs that blend together well, and, moreover, they are a natural fit for teaching in an academic health science center. The purpose of this paper is to describe our recent journey of developing and implementing an interprofessional ethics curriculum across the six schools of UTHealth.
A mixed-methods, multiprofessional approach to needs assessment for designing education
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/21953664
Integration of pharmacy students within a level II trauma center
OBJECTIVE:
To integrate fourth-year doctor of pharmacy (PharmD) students within a level II trauma center team to improve their patient care and professional communication skills.
DESIGN:
Junior Doctors of Health: an interprofessional service-learning project addressing childhood obesity and encouraging health care career choices
While much literature describes programmatic success of clinical service-learning opportunities, this initiative integrates student learning across a comprehensive discipline set (Dental Medicine, Graduate Studies, Health Administration, Medicine, Nursing, Occupational Therapy, Pharmacy, Physical Therapy, and Physician Assistant), providing preventive health education and role modeling to low-income elementary-school children.
Determining frameworks for interprofessional education and core competencies through collaborative consultancy: the CARE experience
It is claimed that an interprofessional approach to health care aims to provide optimal client care, reduce duplication of services, address gaps in service delivery and prevent adverse consequences to patients. Hence there is widespread international interest in interprofessional education in undergraduate programs. However, after employment in the Australian health care workforce, there is limited opportunity for this.
Strategic approach to building research capacity in inter-professional education and collaboration
The purpose of this paper is to describe the process used to initiate research capacity building in a community of practice (CoP) focused on the research and evaluation of inter-professional education and collaboration. This CoP, composed of members from across Canada, is a committee of the Canadian Interprofessional Health Collaborative (CIHC), a national collaborative that aims to advance inter-professional education and collaboration in healthcare. The committee mapped recommendations that emerged from a number of CIHC reports onto a research capacity building framework.
Dietetics students' perceptions and experiences of interprofessional education
BACKGROUND:
Interprofessional education (IPE) is a process through which students are provided with learning opportunities with other professions aiming to improve client care. The need to include effective IPE in preregistration programmes for health professionals is increasingly being recognised. The overall aim of the present study was to explore the perceptions and experiences of final-year dietetics students of IPE delivered through interactive online learning groups.
METHODS:
An evaluation of a training placement in general practice for paramedic practitioner students: improving patient-centred care through greater interprofessional understanding and supporting the development of autonomous practitioners
OBJECTIVES:
To report the extent to which the placement of paramedic practitioner students (PPSs) in accredited general practice (GP) training practices supported their development as autonomous, patient-centred practitioners and fostered interprofessional learning.
DESIGN:
A case study method was used. Sources of data included semi-structured telephone interviews (eight PPSs, eight GP trainers), an online end of placement survey and placement and assessment documentation. Interview data were transcribed and analysed using the constant comparative method.
Reconstructing professional identity for professional and interprofessional practice: a mixed methods study of joint training programmes in learning disability nursing and social work
This article draws on the findings from a mixed methods study with practitioners who qualified from joint training programmes in learning disability nursing and social work and explores the impact on professional identity of such programmes. Although several joint programmes are well established, very little research has been carried out with those who have qualified from them. These practitioners have experienced a kind of training quite unlike that offered by singular education programmes, incorporating a dual socialisation process, which has been neither analysed nor theorised.