Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators

Teams in Medicine

Principles of Medical Professionalism ◽

10.1093/med/9780197506226.003.0008 ◽

2021 ◽

pp. 137-156

Author(s):

Gia Merlo

Keyword(s):

Interprofessional Education ◽

Healthcare Workers ◽

Medical Schools ◽

Patient Simulations ◽

Team Members ◽

Clinical Scenarios ◽

Team Based Learning ◽

Problem Solve ◽

Or Team ◽

Training Modules

To effectively diagnose and treat patients, physicians must often cooperate, coordinate, and problem-solve with other healthcare workers. Successful teams in medicine define and work toward shared goals, employ the pertinent and appropriate qualifications of each member, and establish trust in other team members. Task-shifting passes certain roles onto other team members so that physicians can focus on their key areas of responsibility. A number of medical schools have adopted interprofessional education to train today’s physicians, but there are other strategies that are also being explored. Training modules such as Crew Resource Management and TeamSTEPPSTM are being adapted to the needs of the healthcare field. High-fidelity patient simulations are being used to replicate common situations encountered by healthcare workers. Also, many medical schools are using problem-based or team-based learning practices through which students work with one another to tackle and reason through clinical scenarios.

Download Full-text

Interprofessional education in US medical schools

Journal of Interprofessional Care ◽

10.3109/13561820903442887 ◽

2010 ◽

Vol 24 (2) ◽

pp. 204-206 ◽

Cited By ~ 33

Author(s):

Amy V. Blue ◽

James Zoller ◽

Terry D. Stratton ◽

Carol L. Elam ◽

John Gilbert

Keyword(s):

Interprofessional Education ◽

Medical Schools

Download Full-text

Medical students’ readiness and perceptions about Interprofessional Education: A cross sectional study

Pakistan Journal of Medical Sciences ◽

10.12669/pjms.36.4.2214 ◽

2020 ◽

Vol 36 (4) ◽

Author(s):

Hana Zamil ◽

Sultan Ayoub Meo

Keyword(s):

Medical Students ◽

Professional Identity ◽

Interprofessional Education ◽

Positive Impact ◽

Medical Schools ◽

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional ◽

Roles And Responsibilities ◽

Clinical Scenarios

Objectives: Interprofessional Education (IPE) provides an environment where learners demonstrate the knowledge, skills and attitude required to manage the complex clinical scenarios in a collaborative and interprofessional manner. The actual sphere of influence of Interprofessional Education in many medical schools has been limited. Therefore, the present study aim was to evaluate the medical students’ readiness and perception of Interprofessional Education in a medical college in Saudi Arabia. Methods: This questionnaire based cross sectional study was executed in the Department of Physiology, College of Medicine, King Saud University during the period September 2016 to December 2017, using the 19-item Readiness for Interprofessional Learning Scale (RIPLS) with four subscales teamwork and collaboration, negative professional identity, positive professional identity and roles and responsibilities. The questionnaire was e-mailed to 1411 medical students and responses were analyzed using 5-point Likert scale. Results: A total of 158 medical students and trainees responded to the survey, 69 (43.6%) were males and 89 (56.4%) were females. The majority of participants 122-148 (77-94%) acknowledged the positive impact of IPE on teamwork and collaboration, more than two thirds 105 (64.45%) disagreed with negative attitude and 110-126 (70-80%) showed positive professional identity. Conclusions: Medical students showed a positive perception and ready to adopt the Interprofessional Educational allied activities in medical schools. The shared academic events would improve in clarifying the roles and responsibilities of medical students in health care professions. doi: https://doi.org/10.12669/pjms.36.4.2214 How to cite this:Alzamil H, Meo SA. Medical students’ readiness and perceptions about Interprofessional Education: A cross sectional study. Pak J Med Sci. 2020;36(4):---------. doi: https://doi.org/10.12669/pjms.36.4.2214 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Download Full-text

Current status of Brazilian interprofessional education: a national survey comparing physical therapy and medical schools

Revista da Associação Médica Brasileira ◽

10.1590/1806-9282.65.10.1241 ◽

2019 ◽

Vol 65 (10) ◽

pp. 1241-1248

Author(s):

Cyntia Pace Schmitz Correa ◽

Lina Santana Hermuche ◽

Alessandra Lamas Granero Lucchetti ◽

Oscarina da Silva Ezequiel ◽

Giancarlo Lucchetti

Keyword(s):

Developing Countries ◽

Physical Therapy ◽

Health Education ◽

Interprofessional Education ◽

Institutional Support ◽

Nationwide Survey ◽

Medical Schools ◽

Current Status ◽

Factors Associated ◽

Education School

SUMMARY OBJECTIVES To investigate how many Brazilian medical and physical therapy schools have initiatives and courses related to IPE in their curricula, assessing the barriers and factors associated with their implementation and comparing the differences between both programs. METHODS This nationwide survey was carried out in 2017 and included representatives of all physical therapy and medical schools in Brasil. Offers of interprofessional activities and related opinions and barriers were evaluated. RESULTS A total of 76 (33.9%) of the medical and 159 (41.4%) of the physical therapy schools answered the questionnaires. At least 68.4% of the medical schools and 79.2% of the physical therapy schools have IPE initiatives, although the number of mandatory courses and clerkships is still low. Despite recognizing IPE’s importance in health education, school representatives see the lack of integration of programs, conflicting schedules, and the lack of institutional support as barriers. In physical therapy, there is a smaller perception of barriers and greater incorporation of mandatory programs in the curriculum. CONCLUSION These results will help in the development of future interventions that can enhance IPE in curricula in developing countries.

Download Full-text

Interprofessional Education: Lessons from COVID-19, a Medical Student's Perspective (Preprint)

10.2196/preprints.23628 ◽

2020 ◽

Author(s):

Jungwoo Kang ◽

Bethany Gwyther

Keyword(s):

Current Literature ◽

Interprofessional Education ◽

Healthcare Professionals ◽

Medical Schools ◽

Local Hospital ◽

Healthcare Assistant

UNSTRUCTURED The COVID-19 pandemic has led to a significant disruption in society and healthcare. In hospitals, doctors, nurses, students, and healthcare professionals alike were recruited and redeployed to assist with the response. In this piece, the authors aim to reflect on their experiences of working in a local hospital as a healthcare assistant during the COVID-19 pandemic and discuss the benefits of this experience in relation to interprofessional education. It is recommended that interprofessional education in medical schools centre around practical placements, based on the authors' experiences and the current literature.

Download Full-text

Are Future Doctors Taught to Respond to Intimate Partner Violence? A Study of Australian Medical Schools

Journal of Interpersonal Violence ◽

10.1177/0886260515592616 ◽

2015 ◽

Vol 32 (16) ◽

pp. 2419-2432 ◽

Cited By ~ 9

Author(s):

Jodie Valpied ◽

Karina Aprico ◽

Janita Clewett ◽

Kelsey Hegarty

Keyword(s):

Intimate Partner Violence ◽

Partner Violence ◽

Telephone Survey ◽

Medical Schools ◽

Intimate Partner ◽

Barriers And Facilitators ◽

Women Of Childbearing Age ◽

Childbearing Age ◽

Faculty Commitment ◽

New Curricula

Intimate partner violence (IPV) is a leading cause of morbidity and mortality among women of childbearing age. This study aimed to describe delivery of IPV education in Australian pre-vocational medical degrees, and barriers and facilitators influencing this delivery. Eighteen Australian medical schools offering pre-vocational medical degrees were identified. Two were excluded as they had not finalized new curricula. One declined to participate. At least one staff member from each of the remaining 15 schools completed a telephone survey. Main outcome measures included whether IPV education was delivered within the degree, at what stage, and whether it was compulsory; mode and number of hours of delivery; and barriers and facilitators to delivery. Twelve of the medical schools delivered IPV education (median time spent per course = 2 hr). IPV content was typically included as part of Obstetrics and Gynecology or General Practice curriculum. Barriers included time constraints and lack of faculty commitment, resources, and funding. The two schools that successfully implemented a comprehensive IPV curriculum used an integrated, advocacy-based approach, with careful forward planning. Most Australian pre-vocational medical students receive little or no IPV education. The need remains for a more consistent, comprehensive approach to IPV education in medical degrees.

Download Full-text