Stephen Fried, Dorothy Van Booven and Cindy MacQuarrie, Older Adulthood: Learning Activities for Understanding Aging, Health Professions Press, Baltimore, 1993, 228 pp., no price, ISBN 1 878812 10 6.

ABSTRACT Background Historically, trainees in undergraduate and graduate health professions education have relied on secondary resources, such as textbooks and lectures, for core learning activities. Recently, blogs and podcasts have entered into mainstream usage, especially for residents and educators. These low-cost, widely available resources have many characteristics of disruptive innovations and, if they continue to improve in quality, have the potential to reinvigorate health professions education. One potential limitation of further growth in the use of these resources is the lack of information on their quality and effectiveness. Objective To identify quality indicators for secondary resources that are described in the literature, which might be applicable to blogs and podcasts. Methods Using a blended research methodology, we performed a systematic literature review using Google Scholar, MEDLINE, Embase, Web of Science, and ERIC to identify quality indicators for secondary resources. A qualitative analysis of these indicators resulted in the organization of this information into themes and subthemes. Expert focus groups were convened to triangulate these findings and ensure that no relevant quality indicators were missed. Results The literature search identified 4530 abstracts, and quality indicators were extracted from 157 articles. The qualitative analysis produced 3 themes (credibility, content, and design), 13 subthemes, and 151 quality indicators. Conclusions The list of quality indicators resulting from our analysis can be used by stakeholders, including learners, educators, academic leaders, and blog/podcast producers. Further studies are being conducted, which will refine the list into a form that is more structured and stratified for use by these stakeholders.

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Interprofessional Role Clarity, Case-Based Learning, and Perceptions of Group Effectiveness Among Athletic Training and Physical Therapy Students in a Shared Professional Course

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2019.1847 ◽

2019 ◽

Author(s):

Katie Sniffen ◽

Erick Briggs ◽

Leslie Hinyard ◽

Anthony Breitbach

Keyword(s):

Physical Therapy ◽

Athletic Training ◽

Health Professions ◽

Learning Activities ◽

Role Clarity ◽

Group Effectiveness ◽

Team Viability ◽

Post Test ◽

Case Based Learning ◽

Case Based

Purpose: Health professions students experience professional socialization during their program of study. Institutions have turned to interprofessional education as a means of preparing students for their role as collaborative health care professionals. This study examines the effect of case-based learning experiences in a shared professional Therapeutic Modalities course on student’s interprofessional role clarity as well as the relationship between interprofessional role clarity and measure of group effectiveness. Methods: 112 students (22 Athletic Training and 90 Physical Therapy) were assigned to one of 18 interprofessional and 18 uniprofessional teams and asked to complete four case-based learning activities. All students completed pre-test, retrospective pre-test, and post-test role clarity/ambiguity scales. Measures of team viability, team member satisfaction, and self-rated output were collected post-intervention. Results: Results suggest the experience of interacting with one another in this course, including during case-based learning activities, may lead to increased knowledge of other’s roles and responsibilities as shown in the retrospective pre-test and post-test role clarity differences. Additionally, role clarity has meaningful relationships with measures of perceived group effectiveness, particularly team viability and self-rated output. Conclusion: We suggest that health professions educators consider incorporating case-based learning activities into existing curricula to introduce other professions’ roles and engage students in teamwork.

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Geriatric Interprofessional Education

Building a Patient-Centered Interprofessional Education Program - Advances in Medical Education, Research, and Ethics ◽

10.4018/978-1-7998-3066-5.ch007 ◽

2020 ◽

pp. 120-136

Author(s):

Tina M. Meyer ◽

Janice Hoffman Simen

Keyword(s):

Clinical Assessment ◽

Interprofessional Education ◽

Older Persons ◽

Health Professions ◽

Assessment Tools ◽

Health Needs ◽

Learning Activities ◽

Healthcare Team ◽

Interprofessional Learning ◽

American Geriatric Society

Older persons commonly experience complex health needs that are best met by a multifaceted healthcare team. Most healthcare disciplines provide geriatric competencies specific to their professions which support the development of IPE curricula. The American Geriatric Society provided a list of formal geriatric competencies that are useful to curriculum designers and health professions educators. The chapter provides ideas for imbedding commonly occurring geriatric concepts and clinical assessment tools that are relevant to all disciplines for the creation of interprofessional learning activities.

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