Evaluation of students' receptiveness and response to an interprofessional learning activity across health care disciplines: An approach toward team development in healthcare

Abstract Aim: To evaluate person-centred home visits as an interprofessional learning (IPL) activity for undergraduate students during clinical placements in primary healthcare. Background: Interprofessional collaboration is known to improve patient safety, increase job satisfaction, and reduce stress among healthcare professionals. Students should already during their basic training experience interprofessional collaboration. Methods: Students from six different educational programmes and supervisors and adjunct clinical lecturers from different professions participated in the learning activity. The students read a description of the patient history before the visit together with a supervisor. During the home visit, the students were responsible for history-taking and for performing relevant examinations. Afterwards, the students made a joint care plan for the patient. Students, supervisors, and adjunct clinical lecturers discussed the outcomes in a seminar and reflected on each other’s professional roles. The students and the patients answered a questionnaire about the activity, and the supervisors and the adjunct clinical lecturers were interviewed in focus groups. Findings: Thirty interprofessional home visits were conducted, involving 109 students from six different healthcare professions. The students reported that they had gained insights into how different professions could collaborate and an increased understanding of teamwork. All patients were satisfied with the visits and felt that they had been listened to. The interview analysis showed one overarching theme: ‘Interprofessional home visits in primary healthcare were an appreciated and effective pedagogical learning activity with a sustainability dependent on organisational factors’. Conclusions: The students felt that participation in the activity increased their understanding of collaboration and of other professions’ skills. The supervisors found the home visits to be an appreciated and effective learning activity. The results indicate that this learning activity can be used in primary healthcare settings to promote students’ IPL, but organisational factors need to be considered in order to support sustainability.

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Reusable Learning Objects in Health Care Education

Interprofessional E-Learning and Collaborative Work ◽

10.4018/978-1-61520-889-0.ch020 ◽

2010 ◽

pp. 244-259 ◽

Cited By ~ 4

Author(s):

Richard Windle ◽

Heather Wharrad

Keyword(s):

Health Care ◽

Learning Objects ◽

Health Care Education ◽

Interprofessional Learning ◽

Care Education ◽

Reusable Learning Objects

This chapter will review the definition, development and characteristics of reusable learning objects (RLOs) and outline examples of how these resources are meeting the challenges of interprofessional learning. It will discuss the ways in which pedagogy is developed and expressed within RLOs and how this may impact on interprofessionality.

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Integrative Care Models

Specialty Competencies in Geropsychology ◽

10.1093/med:psych/9780195385670.003.0007 ◽

2011 ◽

pp. 84-100

Author(s):

Erin E. Emery

Keyword(s):

Health Care ◽

Integrated Care ◽

Team Development ◽

Integrative Care ◽

Healthcare Teams ◽

Increased Risk ◽

Physical Health Problems ◽

Care Models ◽

Interprofessional Healthcare

Chapter 7 discusses integrative care models within geropsychology, including how mental disorders, including depression, anxiety, and substance abuse, frequently co-occur with physical illnesses, either as precipitating or exacerbating factors, and are associated with increased risk of multiple physical health problems and mortality in older adults. It also discusses the Integrated Health Care for an Aging Population (IHCAP) report of 2008, competencies related to integrated care, interprofessional healthcare teams, team development, and the role of the psychologist in integrated care.

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