Integrating public health students into interprofessional education

2019 ◽  
Vol 34 (3) ◽  
pp. 427-430 ◽  
Author(s):  
Michelle M. Averill ◽  
Laurel Dillon-Sumner ◽  
Andy Stergachis ◽  
Jeff Sconyers ◽  
Nicole Summerside ◽  
...  
Keyword(s):  
Public Health ◽  
Interprofessional Education

scholarly journals Integrating Diverse Disciplines to Enhance Interprofessional Competency in Healthcare Delivery

Healthcare ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 75 ◽  
Author(s):  
Tiffany Champagne-Langabeer ◽  
Lee Revere ◽  
Mariya Tankimovich ◽  
Erica Yu ◽  
Robert Spears ◽  
...  
Keyword(s):  
Public Health ◽  
Interprofessional Education ◽  
Role Models ◽  
Healthcare Delivery ◽  
Standardized Patients ◽  
Patient Centered ◽  
Faculty Role ◽  
Interprofessional Teamwork ◽  
Post Test ◽  
Clinical Simulations

Interprofessional education (IPE) typically involves clinical simulation exercises with students from medical and nursing schools. Yet, healthcare requires patient-centered teams that include diverse disciplines. Students from public health and informatics are rarely incorporated into IPE, signaling a gap in current educational practices. In this study, we integrated students from administrative and non-clinical disciplines into traditional clinical simulations and measured the effect on communication and teamwork. From July 2017–July 2018, 408 students from five schools (medicine, nursing, dentistry, public health, and informatics) participated in one of eight three-hour IPE clinical simulations with Standardized Patients and electronic health record technologies. Data were gathered using a pre-test–post-test interventional Interprofessional Collaborative Competency Attainment Survey (ICCAS) and through qualitative evaluations from Standardized Patients. Of the total 408 students, 386 (94.6%) had matched pre- and post-test results from the surveys. There was a 15.9% improvement in collaboration overall between the pre- and post-tests. ICCAS competencies showed improvements in teamwork, communication, collaboration, and conflict management, with an average change from 5.26 to 6.10 (t = 35.16; p < 0.001). We found by creating new clinical simulations with additional roles for non-clinical professionals, student learners were able to observe and learn interprofessional teamwork from each other and from faculty role models.

Seminar in Public Health Law and Policy in an Interprofessional Setting: Preparing Practitioners for Collaborative Practice at the Macro Level

2016 ◽  
Vol 44 (S1) ◽  
pp. 56-61 ◽  
Author(s):  
Heather A. McCabe
Keyword(s):  
Public Health ◽  
Interprofessional Education ◽  
Collaborative Practice ◽  
Health Law ◽  
Important Work ◽  
Public Health Law ◽  
Reciprocal Relationships ◽  
Professional Students ◽  
Law And Policy ◽  
The Impact

The author created a new course, called “Seminar in Public Health Law and Policy in an Interprofessional Setting” to address the need for interprofessional education (IPE) to equip graduate and professional students for collaborative practice at the systemic and policy (i.e., macro”) levels in the health care and public health fields. Despite important work being done at the clinical practice level, limited existing IPE models examine larger systemic issues. The course is designed specifically to enable students in social work, law, and public health to recognize the reciprocal relationships between policy and interprofessional collaborative practice, including the need for understanding of the impact of team-practice work at the system and policy levels.

Creation of an Online Interprofessional Education Module for Executive Public Health Students

2020 ◽  
pp. 237337992096973
Author(s):  
Laura M. Gaydos ◽  
Melissa Alperin ◽  
Juan S. Leon
Keyword(s):  
Public Health ◽  
Professional Education ◽  
Interprofessional Education ◽  
Group Discussion ◽  
Group Development ◽  
Course Evaluation ◽  
Student Groups ◽  
Geographically Dispersed ◽  
Evaluation Survey

Responding to the 2016 Council on Education for Public Health foundational competency requirement that students demonstrate the ability to “perform effectively in interprofessional teams,” the distance-based executive master’s program at Emory University developed an innovative interprofessional education (IPE) experience for geographically dispersed mid-career professionals. Because executive students are mid-career professionals from a variety of disciplines, they participated in this experience representing their professional roles and titles. IPE student groups represented at least three distinct disciplines. The executive program created a four-part online experience consisting of (1) a self-paced didactic module, (2) a synchronous case study group discussion, (3) small (three to five students) group development of a video solution to the case study, and (4) peer review of other groups’ case study solutions. The first-year pilot program was evaluated via standard online course evaluations and a separate evaluation survey sent immediately after completion of the complete experience. Of those responding to the standard course evaluation, 61.1% reported that they learned a great deal in the course and, of those responding to the immediate evaluation survey, 87.5% reported being very satisfied or satisfied with the experience. During the second iteration of the program, an additional survey, the Nebraska Inter-Professional Education Attitudes Survey identified improvement on 9 out of 19 attitudes toward interprofessional education. Overall, this IPE experience offered a unique way to employ the strengths of executive students and provide a meaningful IPE encounter for students in geographically diverse locations.

scholarly journals Interprofessional Education: Reaching Health Professionals With an Interactive Professional Virtual/Online Event on Advocacy and Policy

2020 ◽  
Vol 8 ◽  
Author(s):  
Karen D. Liller ◽  
Zachary Pruitt ◽  
Somer Goad Burke
Keyword(s):  
Public Health ◽  
Health Policy ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Health Professions ◽  
South Florida ◽  
Online Curriculum ◽  
Face To Face ◽  
Interprofessional Teams ◽  
Synchronous Online

Competencies in health policy and advocacy should be developed by all health professionals to effectively advance their professions but also effectively collaborate in interprofessional teams to improve public health. However, the COVID-19 epidemic presents a challenge to reaching students of health professions through face-to-face offerings. To meet this need, the University of South Florida College of Public Health developed asynchronous and synchronous online health policy and advocacy modules delivered to an interprofessional group of students pursuing health careers. After learning policy and advocacy material individually through a self-paced online curriculum, faculty gathered the students for a synchronous online event where they formed collaborative groups. In interprofessional teams, students prepared and presented advocacy briefs that were critiqued by the faculty. Post-event evaluation results showed that most students strongly agreed that the interprofessional event was very effective, and they all would recommend the program to other students. Universities and colleges educating students of health professions can take advantage of the technologies employed to keep students safe in the COVID-19 pandemic and still reach students effectively with interprofessional health policy and advocacy content.

scholarly journals Reinvigorating Engagement and Collaboration through Interprofessional Education (RECIPE) in nursing and public health students

2018 ◽  
Vol 8 (12) ◽  
pp. 15 ◽  
Author(s):  
Yuan Zhang ◽  
Joel Tickner
Keyword(s):  
Public Health ◽  
Critical Thinking ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Online Survey ◽  
Undergraduate Research ◽  
Methods Course ◽  
Group Discussions ◽  
Mixed Groups ◽  
Nursing Course

An interprofessional education (IPE) activity was piloted in an undergraduate Research Methods course with sophomore nursing and public health students. Students worked in small mixed groups mentored by course professors to critique a research article. The study aims to evaluate the IPE effectiveness in promoting students’ readiness for IPE, and facilitating students’ learning, critical thinking, and communication. Online survey with the Readiness for Interprofessional Learning Scale was administered to nursing and public health students pre- and post-IPE activity implementation. Nursing students’ evaluation of the research critique assignment was compared with other nursing course sections. The study found that nursing students rated IPE better in facilitating critical thinking and communication than one previous class section without an IPE component. Students’ qualitative comments suggested that future IPE will benefit from smaller groups, more even distribution of students from different disciplines, more shared faculty lectures, and integrating interactive group discussions.

scholarly journals An Emergency and Disaster Course on Responding to Community and Family Healthcare Problems with Interprofessional Education for Undergraduate Medical, Nursing, and Dietitian Students

2019 ◽  
Vol 34 (s1) ◽  
pp. s125-s125
Author(s):  
Madelina Ariani ◽  
Bella Donna ◽  
Sutono Sutono ◽  
Yayuk Hartriyanti ◽  
Fitriana Fitriana ◽  
...  
Keyword(s):  
Public Health ◽  
Professional Education ◽  
Interprofessional Education ◽  
Large Scale ◽  
Health Workers ◽  
Health Management ◽  
Health Problems ◽  
Effective Response ◽  
Knowledge And Attitude ◽  
Coordination And Collaboration

Introduction:Emergencies and disasters need inter-discipline and inter-professional approaches because many problems in a disaster are due to poor coordination and collaboration. The disaster events during a decade in Indonesia highlighted the limitations of the healthcare system in responding to large-scale public health problems. Disaster health preparedness is the key to an effective response to any problems in community and family. Thus, education for health students has become a priority.Aim:Preparing fourth-year health students to be aware of disaster health problems in family and community with an inter-professional approach.Methods:Faculty of Medicine, Public Health, and Nursing UGM were prepared for the fourth year undergraduate health students through a semester “Emergency and Disaster Course” under Community Family and Healthcare with the Inter-professional Education Program, first given in 2016 for four hundred students. Mix method between class lecture, training skill, and simulation. The course goals are to (1) educate students on disaster health management, (2) understand the health preparedness and disaster family kit, and (3) define the principle of health worker’s role and collaboration in disaster.Results:The course was well received and at the 2017-2018 session was improved based on students and faculty feedback. Disaster knowledge of students changed. However, they still had a problem in communication between professions. And addition, they became aware of the function and each role of health profession competency during a disaster.Discussion:A course for fourth-year health students about emergency and disaster health management is extremely relevant because they will be health workers soon. They must have good awareness, knowledge, and attitude to cope with disaster health problems in the future.

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