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AIM:

This paper is a report of a study to determine the national spread of incidents of disagreement within and between professional groups in operating departments and the frequency of perceived aggressive behaviour demonstrated by operating department personnel.

BACKGROUND:

BACKGROUND:

Interprofessional education (IPE) introduced at the beginning of pre-registration training for healthcare professionals attempts to prevent the formation of negative interprofessional attitudes which may hamper future interprofessional collaboration. However, the potential for IPE depends, to some extent, on the readiness of healthcare students to learn together.

OBJECTIVES:

Clear communication is considered the sine qua non of effective teamwork. Breakdowns in communication resulting from interprofessional conflict are believed to potentiate errors in the care of patients, although there is little supportive empirical evidence. In 1999, we surveyed a national, multi-specialty sample of 6,106 residents (64.2% response rate). Three questions inquired about "serious conflict" with another staff member.

In 1972 Norwegian health and educational authorities emphasized the importance of interprofessional collaboration in health care and the need to prepare students to work across boundaries. In 1995 the Norwegian government recommended a common core in curricula for undergraduate health and social educational programmes in all university colleges throughout the country in the belief that this would improve collaborative practice and deliver more effective and efficient health care.

To gain insight into the specific interprofessional education (IPE) needs of occupational and physical therapists, an online questionnaire was developed and distributed to currently practicing therapists in the province of Ontario, Canada. The questionnaire included both open- and closed-ended questions to survey the opinions, perceptions, and experiences of therapists working both in public and private practice who possess varying levels of clinical training and years of experience.

BACKGROUND:

Interprofessional education (IPE), where two or more professions learn with, from, and about each other to improve collaboration and the quality of care, has been proposed as a curriculum strategy to promote mutual understanding between professions, thus helping to prepare health professionals to work in challenging contemporary health systems. Although there is support for IPE initiatives within health professional education, differences in student motivation and learning strategies are likely to contribute to the success of these initiatives.

OBJECTIVE:

STUDY DESIGN:

Questionnaire survey.

OBJECTIVE:

To elicit orthopedic surgeons' attitudes toward chiropractic.

SUMMARY OF BACKGROUND DATA:

Orthopedic surgeons and chiropractors often attend to similar patient populations, but little is known about the attitudes of orthopedic surgeons toward chiropractic.

METHODS:

BACKGROUND: Patient-focused care provided by an interprofessional team has long been presented as the preferred method of primary care delivery. Community pharmacists should and can provide leadership for many clinical and managerial activities within the primary care team.

OBJECTIVE: To determine the extent to which community pharmacists are prepared to be members of the health care team, and to assess their support for general expansion of clinical responsibilities.

With the growing interest in interprofessional education and practice, methods to evaluate the effectiveness of related curricular activities are essential. The purpose of this study was twofold: (1) to assess the attitudes of students in medicine, nursing, occupational therapy, and physical therapy toward interprofessional education using the Interdisciplinary Education Perception Scale and Readiness for Interprofessional Learning Scale and (2) to compare data with normative data previously reported.

The aim of this study was to investigate differences in attitudes towards collaboration between doctors and nurses among medical students in two medical schools: Gothenburg University (GU), which did not offer interprofessional education, and Linköping University (LiU), with a curriculum containing an interprofessional education programme; between male and female students; and between those with previous working experience in medical care and those without.