An exploratory analysis of an interprofessional learning environment in two hospital clinical teaching units

2006 ◽  
Vol 20 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Lynn Russell ◽  
Joyce Nyhof-Young ◽  
Beverley Abosh ◽  
S. Robinson
Keyword(s):  
Learning Environment ◽  
Clinical Teaching ◽  
Exploratory Analysis ◽  
Interprofessional Learning

scholarly journals A Systematic Review of the Selected Evidences on the Effectiveness of Inter-professional Education (IPE) in Developing Interprofessional Learning Environment

2015 ◽  
Vol 5 (2) ◽  
pp. 76
Author(s):  
Said Nasser Al Harthy ◽  
Najla Al Subhi ◽  
Cyruz Tuppal ◽  
Mark Donald Reñosa
Keyword(s):  
Systematic Review ◽  
Learning Environment ◽  
Professional Education ◽  
Methodological Quality ◽  
The Other ◽  
Interprofessional Learning ◽  
Before And After ◽  
Quasi Experimental ◽  
Larger Sample ◽  
Before And After Study

Purpose: This systematic review aimed to provide available evidence in determining for the effectiveness of IPE as a modality in developing interprofessional learning environment for healthcare students.Methods: The computerized searches from 2009-2015 in ten electronic databases were performed. Two independent reviewers were consulted to assess the eligibility, level of evidences and methodological quality in each study. Result: nine out of ten studies were retrieved. These studies include (a) two RCT studies; scored eight and seven out of eight, (b) Three quasi-experimental pretestposttest design; scored seven, six, and six out of eight, (c) Three controlled before and after study; scored six, six, five and five out of eight, and (d) one controlled longitudinal; scored six out of eight respectively.Conclusion: Based on the systematic review, evidence showed that IPE was effective in building strong interprofessional learning environment. On the other hand, the authors recommend considering conduct of similar systematic review grounded on IPE with larger sample size within the health allied discipline.

scholarly journals Undergraduate Radiology Education During the COVID-19 Pandemic: A Review of Teaching and Learning Strategies

2020 ◽  
pp. 084653712094482 ◽  
Author(s):  
Kathryn E. Darras ◽  
Rebecca J. Spouge ◽  
Anique B. H. de Bruin ◽  
Anto Sedlic ◽  
Cameron Hague ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Learning Environment ◽  
Radiology Education ◽  
Case Based Learning ◽  
E Learning

The Coronavirus disease 2019 (COVID-19) pandemic has altered how medical education is delivered, worldwide. Didactic sessions have transitioned to electronic/online platforms and clinical teaching opportunities are limited. These changes will affect how radiology is taught to medical students at both the pre-clerkship (ie, year 1 and 2) and clinical (ie, year 3 and 4) levels. In the pre-clerkship learning environment, medical students are typically exposed to radiology through didactic lectures, integrated anatomy laboratories, case-based learning, and ultrasound clinical skills sessions. In the clinical learning environment, medical students primarily shadow radiologists and radiology residents and attend radiology resident teaching sessions. These formats of radiology education, which have been the tenets of the specialty, pose significant challenges during the pandemic. This article reviews how undergraduate radiology education is affected by COVID-19 and explores solutions for teaching and learning based on e-learning and blended learning theory.

scholarly journals Creating a positive learning environment for adult

2017 ◽  
Vol 9 (3) ◽  
pp. 378-387 ◽  
Author(s):  
Amal Roshdi A.Mostafa
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Clinical Teaching ◽  
Demographic Data ◽  
Mean Difference ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Actual Form ◽  
Positive Learning Environment

The key requirements for creating a positive learning environment do not come readily packaged. Instructors can then implement the concepts to keep students motivated and engaged in the learning process.  The aim of study is to Creating a Positive Learning Environment for Adults; by assessing Nursing Students perceptions regarding Clinical Learning Environments in Beni – Suef University (actual and expected). A sample of 127 students in nursing faculty, Beni–Suef University from third and fourth grade in the first semester of the academic year 2014/2015.Tools: Structured interviewing questionnaire sheet, which include: Tool (1):  Socio demographic data, Tool (2): the Clinical Learning Environment Inventory (CLEI) originally developed by Professor Chan (2001).Results: The results indicated that there were significant differences between the preferred and actual form in all six scales. In other word, comparing with the actual form, the mean scores of all items in the preferred form were higher. The maximum mean difference was in innovation and the highest mean difference was in involvement scale. Conclusion: It is concluded that nursing students do not have a positive perception of their actual clinical teaching environment and this perception is significantly different from their perception of their expected environment. Key words: adult learner, positive learning environment, Clinical learning environment, Nursing education, Nursing student

Evaluating interprofessional education: initial learning from a domestic abuse conference

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711233
Author(s):  
Cheryl Yardley ◽  
Karen Hynes ◽  
Andrew Charley ◽  
Sari Sirkia-Weaver ◽  
Julie Critcher ◽  
...  
Keyword(s):  
Learning Environment ◽  
Student Teachers ◽  
Police Officers ◽  
Interprofessional Education ◽  
Domestic Abuse ◽  
Public Health Issue ◽  
Average Score ◽  
Annual Conference ◽  
Interprofessional Learning ◽  
Supportive Learning Environment

BackgroundThe importance of multi-agency working to identify, prevent and reduce domestic abuse is widely recognised. Interprofessional learning opportunities can provide a supportive learning environment for multi-agency practitioners to explore and develop collaborative approaches to improve health outcomes for vulnerable children, young people and their families.Participants drawn from Kent GP trainees, student Health Visitors, School Nurses, Midwives, Social Workers, student Teachers and Special Educational Needs Coordinators (SENCOs), and postgraduate Police Officers attended this sixth annual conference.AimTo enable participants to understand why domestic abuse is a serious public health issue; identify indicators of domestic violence and abuse; identify opportunities for safe enquiry and know how to respond; critically reflect on ethical, legal, professional and interprofessional challenges for practitioners; and reflect on and explore opportunities for inter-professional working.MethodMulti-disciplinary educators delivered formal presentations and facilitated interprofessional workshops.Data from anonymised pre- and post- conference questionnaires distributed on the day, included quantitative questions using a Likert scale 1–5 and open and closed qualitative questions.ResultsIn total, 75 out of a possible 121 participants completed both questionnaires (62%). The above aims were all met. In all questions participants gave higher scores after the conference indicating increased levels of knowledge and confidence. The qualitative comments highlighted the learning benefits from interprofessional group work. 100% (average score 4.5) agreed that facilitators fostered a supportive learning environment.ConclusionThe conference provided a highly valued opportunity for useful interprofessional learning about domestic abuse. Results indicated that it increased participants’ knowledge and confidence about their own and others’ roles and responsibilities.

Involving Service Users Through Digital Means to Enhance Interprofessional Learning

2010 ◽  
pp. 129-140
Author(s):  
Frances Gordon ◽  
Karen Booth ◽  
Helen Bywater
Keyword(s):  
Learning Environment ◽  
Digital Media ◽  
Interprofessional Education ◽  
Service User ◽  
User Involvement ◽  
Educational Practice ◽  
Service Users ◽  
Learning Materials ◽  
Interprofessional Learning ◽  
E Learning

This chapter will provide guidance for educational practice founded on theory and on the experience of involving service users and carers in student education. Whilst this is an accepted philosophy and practice it is not necessarily easy to achieve. There are numerous ways of including service users in education but the era of digital media has added a means of bringing the service user into the learning environment and of overcoming many of the barriers to their effective engagement. The Centre for Interprofessional e-learning (CIPeL) has been engaged in developing e-learning materials which address some of the barriers to interprofessional education and issues related to user involvement in education. This experience is outlined and some examples from practice are given.

scholarly journals “Back to Bedside”: Residents' and Fellows' Perspectives on Finding Meaning in Work

2017 ◽  
Vol 9 (2) ◽  
pp. 269-273 ◽  
Author(s):  
Dustin M. Hipp ◽  
Kristy L. Rialon ◽  
Kathryn Nevel ◽  
Anai N. Kothari ◽  
LCDR Dinchen A. Jardine
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Clinical Teaching ◽  
Direct Patient Care ◽  
Clinical Learning ◽  
Physician Burnout ◽  
Clinical Learning Environment ◽  
Daily Work ◽  
Meaning In Work ◽  
Multispecialty Group

ABSTRACT Background Physician burnout is common and associated with significant consequences for physicians and patients. One mechanism to combat burnout is to enhance meaning in work. Objective To provide a trainee perspective on how meaning in work can be enhanced in the clinical learning environment through individual, program, and institutional efforts. Methods “Back to Bedside” resulted from an appreciative inquiry exercise by 37 resident and fellow members of the ACGME's Council of Review Committee Residents (CRCR), which was guided by the memoir When Breath Becomes Air by Paul Kalanithi. The exercise was designed to (1) discover current best practices in existing learning environments; (2) dream of ideal ways to enhance meaning in work; (3) design solutions that move toward this optimal environment; and (4) support trainees in operationalizing innovative solutions. Results Back to Bedside consists of 5 themes for how the learning environment can enhance meaning in daily work: (1) more time at the bedside, engaged in direct patient care, dialogue with patients and families, and bedside clinical teaching; (2) a shared sense of teamwork and respect among multidisciplinary health professionals and trainees; (3) decreasing the time spent on nonclinical and administrative responsibilities; (4) a supportive, collegial work environment; and (5) a learning environment conducive to developing clinical mastery and progressive autonomy. Participants identified actions to achieve these goals. Conclusions A national, multispecialty group of trainees developed actionable recommendations for how clinical learning environments can be improved to combat physician burnout by fostering meaning in work. These improvements can be championed by trainees.

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