Human error and patient safety: interdisciplinary course
BACKGROUND:
The medical community has only recently begun to address how human error affects patient safety. In order to confront human error in medicine, there is a need to teach students who are entering the health professions how potential errors may manifest and train them to prevent or mitigate these problems.
PURPOSE:
The objective is to describe a semester-long, interdisciplinary, human error and patient safety course taught at the University of South Florida.
METHODS:
Interprofessional education in practice
BACKGROUND:
Undergraduate interprofessional education (IPE) is perceived by many in health and social care education to reduce barriers between the professions. In Aberdeen there has been an IPE programme with Robert Gordon University and University of Aberdeen, and 10 health and social care courses since 2003. The steering groups reported to the Scottish Government in 2008. It was recommended that IPE should be extended from classroom-based learning experiences to practice-based learning experiences.
METHODS:
Piloting interprofessional education interventions with veterinary and veterinary nursing students
Interprofessional education (IPE) has received little attention in veterinary education even though members of the veterinary and nursing professions work closely together. The present study investigates veterinary and veterinary nursing students' and practitioners' experiences with interprofessional issues and the potential benefits of IPE.
Prescription for education: development, evaluation, and implementation of a successful interprofessional education program for adults with inflammatory arthritis
OBJECTIVE:
To assess the feasibility of recruitment and standardize care delivery for an interprofessional program for inflammatory arthritis education (Prescription for Education, or RxEd), and to explore outcomes relevant to arthritis patient education.
METHODS:
A passage to interprofessional learning: the benefits to students from an educational visit to India
An educational visit was made by a group of students representing all eight professional pathways on an interprofessional learning programme in health and social care at Canterbury Christ Church University to a hospital in Kerala, India. Interprofessional clinical supervision groups were organised in order to support the students, many of whom had little experience of foreign travel, in an environment they were anticipated to find emotionally challenging.
Interprofessional communication of prognosis: teaching to bridge the gaps
CONTEXT AND OBJECTIVES:
The communication of patient prognosis is an essential component of modern healthcare. Previous research has focussed on clinician-to-patient communication only, while the interaction between different professionals in a clinical setting remains relatively unexplored. The research reported here investigated how multidisciplinary clinicians (nursing, medicine and allied health) communicated prognosis information in these professional groups in an acute care setting.
METHODS:
Creating interprofessional clinical learning units: developing an acute-care model
In exploring innovative approaches to enhanced patient care, an acute care interprofessional clinical learning unit (IPCLU) was established in a medical unit of a large metropolitan hospital in Edmonton, Alberta, Canada. Part of a larger, community based, participatory mixed method research project, this acute-care model involved several post-secondary institution health science faculties, students, academics, and other post-secondary institutions partnering with the hospital to coordinate and enhance student clinical learning and improve patient care.
Interprofessional education: cooperation among osteopathic medicine, pharmacy, and physician assistant students to recognize medical errors
Thirty-nine volunteer students from 3 health science colleges at Touro University California participated in an exercise designed to promote interprofessional collaboration. In the event, thirteen 3-person multidisciplinary teams of students identified potential medical errors in a series of case-based scenarios. In an immediate postevent survey, 33 of 39 respondents (85%) indicated that the exercise marked the first time that they had worked on clinical problems with students from other health professions. All respondents agreed that interprofessional education was useful and necessary.
An interprofessional learning module on asthma health promotion
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/21519420