A simulated interprofessional rounding experience in a clinical assessment course
OBJECTIVE:
To implement a simulated interprofessional rounding experience using human patient simulators as a required activity for third-year pharmacy students in a clinical assessment course.
DESIGN:
Interprofessional student teams consisting of pharmacy, medical, and physician assistant students participated in a simulated interprofessional rounding experience in which they provided comprehensive medical care for a simulated patient in an inpatient setting.
ASSESSMENT:
Learning through service: student perceptions on volunteering at interprofessional hepatitis B student-run clinics
Student-run clinics (SRCs) are widespread, but studies on their educational impact are limited. We surveyed preclinical medical, nursing, and pharmacy students about their experiences in a hepatitis B elective which provided opportunities to they could volunteer at hepatitis B screening and vaccination SRCs. Student responses revealed positive perceptions of the volunteer experience. Benefits included interacting with patients, developing clinical skills, providing service to disadvantaged populations, and collaborating with health professional peers.
Making the transition from physiotherapy student to interprofessional team member
OBJECTIVES:
To explore final-year physiotherapy students' perceptions and experiences of interprofessional learning in the university and placement setting.
STUDY DESIGN:
Focus group and mixed qualitative and quantitative questionnaire.
SETTING:
Coventry University.
PARTICIPANTS:
Third-year physiotherapy students at Coventry University.
METHODS:
Effects of interprofessional education on patient perceived quality of care
BACKGROUND:
Active patient-based learning by working together at an interprofessional clinical education ward (CEW) increases collaborative and professional competence among students.
AIM:
To assess the patients' perceptions of collaborative and communicative aspects of care when treated by interprofessional student teams as compared to usual care.
METHOD:
Falls assessment and prevention: a multidisciplinary teaching intervention
BACKGROUND:
Falls are a common and important clinical problem, and with ageing populations worldwide it is important for health care professionals to learn about falls management. The multidisciplinary nature of falls teams also provides an ideal opportunity for interprofessional collaboration in teaching.
CONTEXT:
In this article, we describe a pilot multidisciplinary falls assessment and prevention workshop for second-year medical students at a London medical school.
INNOVATION AND IMPLICATIONS:
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: