Interprofessional education and collaborative practice in Kuwait: attitudes and perceptions of health sciences students

2021 ◽  
pp. 1-10
Author(s):  
Maram G. Katoue ◽  
Abdelmoneim I. Awad ◽  
Alan W. Dow ◽  
Terry L. Schwinghammer
Keyword(s):  
Interprofessional Education ◽  
Health Sciences ◽  
Collaborative Practice ◽  
Attitudes And Perceptions ◽  
Health Sciences Students

scholarly journals A mixed methods approach to determine the climate of interprofessional education among medical and health sciences students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nabil Sulaiman ◽  
Youssef Rishmawy ◽  
Amal Hussein ◽  
Maha Saber-Ayad ◽  
Hamzah Alzubaidi ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Focus Group ◽  
Patient Care ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Study Cohort ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Positive Attitudes ◽  
Health Sciences Students

Abstract Background High-quality patient care is a complex phenomenon that requires collaboration among healthcare professionals. Research has shown that Interprofessional Education (IPE) carries promise to improve collaborative work and patient care. So far, collaboration among various health professionals remains a challenge. Very few focus group discussions to determine the medical students’ readiness and positive attitudes towards IPE have been reported from the Arabian context. Methods A two-staged sequential mixed methods study was conducted among medical, dental, pharmacy, and health sciences students of the University of Sharjah United Arab Emirates. The perspectives of students toward IPE and collaborative practice were first gathered by administering a validated instrument, Readiness for Interprofessional Learning Scale (RIPLS). This was followed by focused group discussions. A quantitative as well as a qualitative data analysis was performed. Results This study cohort included 282 students. All respondents showed readiness to adopt IPE as all statements of the RIPLS inventory scored high median scores. All participants showed positive attitudes and readiness towards IPE. Three main domains of themes were generated from focus group discussions; prior knowledge, need for IPE framework and its implementation. Information workload, lack of clarity and less focused teaching pedagogies of IPE were considered as perceived barriers. Conclusion This study demonstrated a substantial agreement of medical and health sciences students towards readiness and perceived effectiveness of IPE. Educators are urged to embed new IPE programs into existing curricular frameworks, which can potentially enhance collaborative learning and improve quality of patient care.

scholarly journals The Impact of an Intervention on the Medical, Dental and Health Sciences Students About Interprofessional Education and Collaboration; A Quasi-experimental Study

2021 ◽  
Author(s):  
Salman Yousuf Guraya ◽  
Leena R. David ◽  
Shermin Hashir ◽  
Noha A. Mousa ◽  
Saad W. Albayatti ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Post Intervention ◽  
Intervention Phase ◽  
Quasi Experimental ◽  
Health Sciences Students ◽  
Students Attitudes ◽  
The University ◽  
The Impact

Abstract BackgroundInterprofessional education and collaboration (IPEC) fosters patient safety and encompasses integration, communication, mutual trust and shared decision-making. Despite its crucial role, the IPEC has not gained its anticipated popularity. This study aims to determine the impact of an educational intervention about IPEC on medical, dental and health sciences students in the University of Sharjah. MethodsThis quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of the University of Sharjah; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students’ attitudes towards IPEC. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students’ understandings. ResultsOut of 800 students invited to participate in this study, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of the students’ attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPEC during intervention except for a median of 3 for group dynamics.ConclusionIn this study, the present data derived from the application of a brief educational intervention highlight the challenges of IPEC implementation in the medical field. However, the demonstrated student readiness and positive impact of the intervention support the development of a structured curriculum to enhance the receptiveness and application of IPEC in clinical training and practice.

Implementing and evaluating interprofessional education for health sciences students: Early experiences from a Canadian College

2007 ◽  
Vol 21 (4) ◽  
pp. 459-461 ◽  
Author(s):  
Julie Gaudet ◽  
Lorie Shekter-Wolfson ◽  
Rivie Seaberg ◽  
Doug Stulla ◽  
Ceilidh Cohoon ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Health Sciences ◽  
Early Experiences ◽  
Health Sciences Students

scholarly journals Attitudinal Changes of Health Sciences Students Participating in an Interprofessional Education (IPE) Course Enriched with Complementary and Alternative Medicine (CAM) Education and CAM Fair – A Two Year Study

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Anastasia Kutt ◽  
Sunita Vohra
Keyword(s):  
Alternative Medicine ◽  
Complementary And Alternative Medicine ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Interprofessional Learning ◽  
Canadian Universities ◽  
Whole Person ◽  
Health Sciences Students ◽  
Attitudinal Changes ◽  
Complementary And Alternative

Objectives: Whole person care is ideally provided by a high functioning team, knowledgeable about all the therapies a patient has available to them (conventional or complementary), who coordinates efforts to efficiently meet all of a patient’s health care needs.  Therefore, health sciences students at Canadian universities require team skills, and basic knowledge about complementary and alternative medicine (CAM).  This project evaluates the attitudinal changes of health sciences students participating in a teaching intervention combining interprofessional education (IPE) and complementary and alternative medicine (CAM) education.Methods: At our university, “IntD410 Interprofessional Health Team Development” is a mandatory 10-week, 30-hour IPE course for all undergraduate health sciences students including medicine, nursing, pharmacy, physical therapy, and occupational therapy.  The CAM-stream was developed by adding: (i) several didactic lectures; (ii) large group learning provided by CAM providers (i.e. Qi Gong, Mindfulness Meditation); (iii) small group work solving discovery-style cases; and (iv) the CAM Fair, providing one-on-one interactions with CAM providers. The CAM-stream was offered in 2012 (N=71) and 2013(N=120). Quantitative data was collected via pre/post validated questionnaires testing student attitudes towards CAM, interprofessional learning, and collaboration. Qualitative feedback was collected via reflective assignments and course evaluations.Results: Quantitative assessment revealed that the CAM-stream’s CAM beliefs increased, as did their recognition of the need for interprofessional learning. Qualitatively, initial reflections revealed that many students did not know what each other’s professions entailed, and they had misconceptions about CAM.  Final reflections revealed the students felt more comfortable evaluating CAM practices, and recognized the value in collaboration. The CAM Fair was cited as the most impactful part of the curriculum.Conclusions: IPE and CAM education are urgently needed in Canadian universities to overcome biases and misconceptions, to develop team skills, and to provide coordinated whole person care.  They are effectively taught concurrently.

Interprofessional education in an enrichment programme for prospective health sciences students

2016 ◽  
Vol 30 (2) ◽  
pp. 245-247 ◽  
Author(s):  
Erika K. Dumke ◽  
Lynn VanderWielen ◽  
Kevin A. Harris ◽  
Cheryl D. Ford-Smith
Keyword(s):  
Interprofessional Education ◽  
Health Sciences ◽  
Health Sciences Students

scholarly journals Current trends in interprofessional education of health sciences students: A literature review

2012 ◽  
Vol 26 (6) ◽  
pp. 444-451 ◽  
Author(s):  
Erin Abu-Rish ◽  
Sara Kim ◽  
Lapio Choe ◽  
Lara Varpio ◽  
Elisabeth Malik ◽  
...  
Keyword(s):  
Literature Review ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Current Trends ◽  
Health Sciences Students

scholarly journals The impact of an online intervention on the medical, dental and health sciences students about interprofessional education; a quasi-experimental study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Salman Y. Guraya ◽  
Leena R. David ◽  
Shermin Hashir ◽  
Noha A. Mousa ◽  
Saad Wahbi Al Bayatti ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Interprofessional Education ◽  
Online Intervention ◽  
Health Sciences ◽  
Post Intervention ◽  
Intervention Phase ◽  
Quasi Experimental ◽  
Health Sciences Students ◽  
Students Attitudes ◽  
The Impact

Abstract Background Interprofessional education (IPE) encompasses integration, communication, mutual trust and shared decision-making with a common goal of improved patient care and safety. Despite its crucial role, IPE has not gained its anticipated popularity. This study aims to determine the impact of an online educational intervention about IPE on medical, dental and health sciences students in the University of Sharjah (UoS). Methods This quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of UoS; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students’ attitudes towards IPE. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students’ understandings and attitudes about IPE. Results Out of 800 invited students, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of students’ attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPE during intervention except for a median of 3 for group dynamics. Conclusion The present data, derived from the application of a brief online educational intervention, underpins the readiness and positive attitudes of undergraduate medical students towards IPE. The positive impact of online intervention necessitates the development of a structured and unified IPE curriculum to enhance the receptiveness and application of IPE in the medical field.

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