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Author: Holly Elizabeth Erenfeld
Publisher:
ISBN:
Category : Interprofessional education
Languages : en
Pages : 55
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Book Description
In 2009, Pacific University developed an interprofessional educational course and integrated the course into all of the health professional programs. Course evaluations by faculty and students were evaluated and changes were made to the course based on the feedback received. A new curriculum design was implemented with the addition of a case study, smaller class sizes, and an increase in faculty mentorship in 2016. Purpose: The purpose of this study was to report the first-year health professions students’ perceptions of the Interprofessional Competence Course (IPC) when comparing perceptions of the first curriculum model to those of the newly reformed curriculum model which includes a more interactive, team-based case study and presentation. Methods: In this mixed methods study, students’ responses to Likert scale and open-ended questions were evaluated to compare student perceptions in two different curriculum models. Results: Responses were collected from 1,491 students enrolled in an interprofessional competence and education course at the College of Health Professions of Pacific University. Mann-Whitney U tests were used to analyze any significant differences between the two different curriculum models. Kruskal-Wallis H tests were used to analyze any significant differences between the years the course was offered and by the professional program in which the students were enrolled. Students’ perceptions of communication, team dynamics, and demonstrating professional responsibilities were more positive with the current curriculum when compared to the original curriculum. An analysis of student narratives demonstrated that students perceived the course as beneficial, felt it helped increase interpersonal relationships and teamwork, and particularly found the case studies in the new model very helpful to prepare them for patient care. Conclusion: Since 2009, Pacific University has offered Interprofessional education to health professional students and has made necessary changes in the curriculum to meet the needs of students. Universities’ that have incorporated an introductory course in interprofessional competencies should asses the course’s effectiveness and continue to adapt curriculum models based on student feedback and outcomes on a continuing basis.
Author: Holly Elizabeth Erenfeld
Publisher:
ISBN:
Category : Interprofessional education
Languages : en
Pages : 55
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Book Description
In 2009, Pacific University developed an interprofessional educational course and integrated the course into all of the health professional programs. Course evaluations by faculty and students were evaluated and changes were made to the course based on the feedback received. A new curriculum design was implemented with the addition of a case study, smaller class sizes, and an increase in faculty mentorship in 2016. Purpose: The purpose of this study was to report the first-year health professions students’ perceptions of the Interprofessional Competence Course (IPC) when comparing perceptions of the first curriculum model to those of the newly reformed curriculum model which includes a more interactive, team-based case study and presentation. Methods: In this mixed methods study, students’ responses to Likert scale and open-ended questions were evaluated to compare student perceptions in two different curriculum models. Results: Responses were collected from 1,491 students enrolled in an interprofessional competence and education course at the College of Health Professions of Pacific University. Mann-Whitney U tests were used to analyze any significant differences between the two different curriculum models. Kruskal-Wallis H tests were used to analyze any significant differences between the years the course was offered and by the professional program in which the students were enrolled. Students’ perceptions of communication, team dynamics, and demonstrating professional responsibilities were more positive with the current curriculum when compared to the original curriculum. An analysis of student narratives demonstrated that students perceived the course as beneficial, felt it helped increase interpersonal relationships and teamwork, and particularly found the case studies in the new model very helpful to prepare them for patient care. Conclusion: Since 2009, Pacific University has offered Interprofessional education to health professional students and has made necessary changes in the curriculum to meet the needs of students. Universities’ that have incorporated an introductory course in interprofessional competencies should asses the course’s effectiveness and continue to adapt curriculum models based on student feedback and outcomes on a continuing basis.
Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309372852
Category : Medical
Languages : en
Pages : 183
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Book Description
Interprofessional teamwork and collaborative practice are emerging as key elements of efficient and productive work in promoting health and treating patients. The vision for these collaborations is one where different health and/or social professionals share a team identity and work closely together to solve problems and improve delivery of care. Although the value of interprofessional education (IPE) has been embraced around the world - particularly for its impact on learning - many in leadership positions have questioned how IPE affects patent, population, and health system outcomes. This question cannot be fully answered without well-designed studies, and these studies cannot be conducted without an understanding of the methods and measurements needed to conduct such an analysis. This Institute of Medicine report examines ways to measure the impacts of IPE on collaborative practice and health and system outcomes. According to this report, it is possible to link the learning process with downstream person or population directed outcomes through thoughtful, well-designed studies of the association between IPE and collaborative behavior. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes describes the research needed to strengthen the evidence base for IPE outcomes. Additionally, this report presents a conceptual model for evaluating IPE that could be adapted to particular settings in which it is applied. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes addresses the current lack of broadly applicable measures of collaborative behavior and makes recommendations for resource commitments from interprofessional stakeholders, funders, and policy makers to advance the study of IPE.
Author: Chase Raymond Poulsen
Publisher:
ISBN:
Category : Interprofessional education
Languages : en
Pages : 240
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Book Description
Author: Della S. Freeth
Publisher: John Wiley & Sons
ISBN: 0470777184
Category : Medical
Languages : en
Pages : 224
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Book Description
This volume presents a practical guide to the development, application and evaluation of effective interprofessional education in health and social care. It is both a practice manual for those in hands-on roles and a reflective guide for those indirectly involved in professional education. The book provides clear advice on methods of establishing training and education programmes and evaluating their effectiveness, while simultaneously examining the relationship between initial application, ongoing maintenance and subsequent assessment. The authors expound multiple points of view that will generate individual thinking and approaches to both the practice and the estimation of interprofessional education schemes. The book is divided into three sections: the first introduces the differing approaches to professional education and the rationale behind measuring their worth; the second part focuses on planning, development and delivery; the third part advises in a robust and pragmatic way on modes of measuring the efficacy of programmes. The interrelation of these topics is then examined to provide a synthesised perspective on the development, delivery and evaluation of interprofessional education.
Author: Ali Alshareef Alkhawaji
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Interactive and collaborative human anatomy learning provides an infrastructure for health professional education and forms a backbone for healthcare delivery. Yet, there is a growing trend among institutions to modernize student learning environments using innovative teaching alternatives. The adoption of new teaching methods in health professional education has altered the traditional way students learn human anatomy; therefore, it is important to capture student perceptions and attitudes to better appreciate the impact of changes of anatomy education. Since the success of student collaboration depends on the ability to effectively communicate and work as part of a group or team, examining student feedback on interaction with peers is key to explore and promote effective collaborative learning. The work in this thesis sought to understand how different modes of teaching and course design influenced student perceptions and attitudes about interaction and collaboration. The specific objectives were intended to use student feedback on learning in two different environments, namely technology-based (TBAE) and cadaver-based anatomy education (CBAE), to analyze the potential of those environments to foster the shared learning necessary for interprofessional education (IPE). The results of the first study revealed that the flexibility of the TBAE environment promoted personalized and independent learning, impacting student perceived need for social interactions: both interaction with their instructors and peers. Based on student feedback, the study provides recommendations intended to promote peer interaction and collaboration as a basis for shared learning in introductory technology-based anatomy courses. The results of the second study showed that the CBAE environment, using either dissection or prosections, provided a foundation for collaborative and hands-on learning. The difference between students' backgrounds and prior anatomical knowledge influenced the dynamics of their teamwork and collaboration during interprofessional dissections-based activities. Based on the feedback received, the study highlights a set of recommendations that could help optimize the implementation of collaborative cadaver-based pedagogies as a means for shared learning in gross anatomy courses. In conclusion, two issues related to instructional resources and course design appear to limit TBAE and CBAE learning environments as supportive of IPE. These issues are discussed as implications for interprofessional curriculum design and implementation.
Author: Scott Reeves
Publisher: John Wiley & Sons
ISBN: 1444347799
Category : Medical
Languages : en
Pages : 275
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Book Description
PROMOTING PARTNERSHIP FOR HEALTH This book forms part of a series entitled Promoting Partnership for Health publishedin association with the UK Centre for the Advancement of Interprofessional Education (CAIPE). The series explores partnership for health from policy, practice and educational perspectives. Whilst strongly advocating the imperative driving collaboration in healthcare, it adopts a pragmatic approach. Far from accepting established ideas and approaches, the series alerts readers to the pitfalls and ways to avoid them. DESCRIPTION Interprofessional Teamwork for Health and Social Care is an invaluable guide for clinicians, academics, managers and policymakers who need to understand, implement and evaluate interprofessional teamwork. It will give them a fuller understanding of how teams function, of the issues relating to the evaluation of teamwork, and of approaches to creating and implementing interventions (e.g. team training, quality improvement initiatives) within health and social care settings. It will also raise awareness of the wide range of theories that can inform interprofessional teamwork. The book is divided into nine chapters. The first 'sets the scene' by outlining some common issues which underpin interprofessional teamwork, while the second discusses current teamwork developments around the globe. Chapter 3 explores a range of team concepts, and Chapter 4 offers a new framework for understanding interprofessional teamwork. The next three chapters discuss how a range of range of social science theories, interventions and evaluation approaches can be employed to advance this field. Chapter 8 presents a synthesis of research into teams the authors have undertaken in Canada, South Africa and the UK, while the final chapter draws together key threads and offers ideas for future of teamwork. The book also provides a range of resources for designing, implementing and evaluating interprofessional teamwork activities.
Author: Jordan Utley
Publisher: Human Kinetics
ISBN: 1492593184
Category : Medical
Languages : en
Pages : 241
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Book Description
Interprofessional Education and Collaboration: An Evidence-Based Approach to Optimizing Health Care is a groundbreaking text in the field of interprofessional education (IPE) and interprofessional collaborative practice (IPCP). As the health care industry continues to grow, it is critical that those entering health care careers possess interprofessional competency and a collaborative skill set. As such, the World Health Organization and academic program accreditors have amplified their calls for interprofessional training. This text guides the reader through the core competencies for interprofessional collaborative practice that have been set by the Interprofessional Education Collaborative (IPEC) and takes an inclusive approach to the education standards set by professional programs that are members of the Health Professions Accreditors Collaborative (HPAC), including the Commission on Accreditation of the Athletic Training Education (CAATE). Authored by a team of experts representing seven health care professions, this text uses simple definitions and uniform terminology to supply a foundational basis for IPE and IPCP. Introductory topics include building professional knowledge of self and others, creating a culture for teams, building interprofessional relationships, and fostering collaboration. Later chapters move beyond the basics to provide guidance in leading interprofessional teams, managing conflict, and sustaining the interprofessional effort. Interprofessional Education and Collaboration offers a unique pedagogical structure that links IPE concepts with IPCP strategies by connecting research with evidence-based practices. Case studies create opportunities to assimilate and discuss IPE concepts. To optimize student engagement and comprehension, each chapter contains the following valuable learning aids: Each chapter begins with a Case Study that presents a realistic IPCP scenario. At the close of each chapter, the case study is revisited to apply the chapter themes to the case study, and three to five discussion questions are supplied. Collaborative Corner sidebars aid comprehension with reflective questions or statements related to chapter topics. This feature will facilitate collaborative learning as students share their interprofessional perspectives. Tools of IPE sidebars equip readers with resources such as surveys, inventories, and activities to implement in their daily practice. EBP of Teamship sidebars showcase contemporary research articles and findings. This feature reinforces the connection between IPE and IPCP by summarizing relevant research and supplying corresponding evidence-based IPCP strategies. As leading health care institutions continue to prioritize IPE and IPCP, educators have a responsibility to shape the future of health care through an interprofessional curriculum. Interprofessional Education and Collaboration is focused on developing a dual identity that leads to intentional behaviors designed to improve patient outcomes through IPCP. Readers will conclude this text with a firm understanding of IPE concepts and IPCP implementation strategies that aim to create change in daily practice and improve the impact of health care.
Author: Amanda Jane Evans
Publisher:
ISBN:
Category : Interprofessional education
Languages : en
Pages : 1390
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Book Description
This study investigates experiences of accelerated pre-registration healthcare students of collaborative interprofessional working and examines their perceptions of the factors which influence this, including the interprofessional education they have undertaken. It is set in context of current NHS policy, where professional collaboration is advocated as a means of addressing issues of quality, efficacy and efficiency in patient care. Design: Mixed Methods Study Method: Three studies were undertaken. 1. Longitudinal panel survey examining students' attitudes to interprofessional learning, (questionnaire administered at three points during the course) 2. Survey study using critical incident technique to explore examples of 'good' and 'poor' collaborative practice 3. Interview study examining beliefs and attitudes in depth. Subjects: Total sample of 207 students, from two cohorts of accelerated learning students (nursing, physiotherapy and dietetics) attending one university. Analysis: Descriptive statistical analysis was performed to describe the population characteristics, the context of their practice and reported practice incidents. Thematic content analysis, employing triangulation between data sources, was applied to the qualitative data. Results: This accelerated group was similar to standard pre-registration students, entering university with a strong professional identity and openness to interprofessional learning, which attitudes declined over time. 'On the job' learning was identified as the predominant way students learned about working collaboratively. Five factors were identified as key in influencing interprofessional activity of which Communication and Teamwork were the most important.
Author:
Publisher: Harvard School of Public Health, Frangois-Xavier Bagnoud Cen
ISBN: 9780674061484
Category : Medical
Languages : en
Pages : 95
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Book Description
One hundred years ago a series of seminal documents, starting with the Flexner Report of 1910, sparked an enormous burst of energy to harness the power of science to transform higher education in health. Professional education, however, has not been able to keep pace with the challenges of the 21st century. A new generation of reforms is needed to meet the demands of health systems in an interdependent world. The report of the Commission on the Education of Health Professionals for the 21st Century, a global independent initiative consisting of 20 leaders from diverse disciplinary backgrounds and institutional affiliations, articulates a fresh vision and recommends renewed actions. Building on a rich legacy of educational reforms during the past century, the Commission's findings and recommendations adopt a global and multi-professional perspective using a systems approach to analyze education and health, with a focus on institutional and instructional reforms.
Author: Hugh Barr
Publisher: John Wiley & Sons
ISBN: 0470777192
Category : Medical
Languages : en
Pages : 208
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Book Description
This volume presents a systematic review of interprofessional education in health and social care. This is accompanied by a wider-ranging critique of interprofessional education, grounded by experience, and informed by sources beyond the evaluations that qualified for inclusion in the review. Synthesising the evidence base for interprofessional education nevertheless remains central, with 353 studies surveyed in the first instance, from which 107 studies form the basis for the final analysis. The book does much more than amass evidence. It revisits conventional wisdom; setting an agenda to help interested parties perform better by applying lessons learned, remedying weaknesses and renewing efforts to address unanswered questions. The first three chapters set the scene for the systematic review and its findings. The middle section of the book articulates the findings of the review. Finally, the closing chapters consider values and attitudes, theoretical perspectives and offer conclusions. Arguments, assumptions and evidence in this publication are presented to inform policy making, programme planning, teaching and research.
