scholarly journals Interprofessional Education and Collaboration: A Call to Action for Emergency Medicine

2014 ◽  
Vol 21 (7) ◽  
pp. 833-834 ◽  
Author(s):  
Lee Wilbur
Keyword(s):  
Emergency Medicine ◽  
Interprofessional Education ◽  
Call To Action

scholarly journals A Structured Curriculum for Interprofessional Training of Emergency Medicine Interns

2019 ◽  
Vol 21 (1) ◽  
pp. 149-151 ◽  
Author(s):  
Ashley Rider ◽  
Tiffany Anaebere ◽  
Mariko Nomura ◽  
David Duong ◽  
Charlotte Wills
Keyword(s):  
Emergency Department ◽  
Emergency Medicine ◽  
Interprofessional Education ◽  
Hospital Setting ◽  
Scope Of Practice ◽  
Registered Nursing ◽  
Interprofessional Training ◽  
Before And After ◽  
Team Based Care ◽  
Improve Health

Interprofessional education (IPE) has been shown to improve health outcomes and patient satisfaction. IPE is now represented in the Accreditation Council for Graduate Medical Education’s emergency medicine (EM) milestones given the team-based nature of EM. The Highland Allied Health Rotation Program (H-AHRP) was developed by residents to enhance and standardize IPE for EM residents in a single hospital setting. H-AHRP was incorporated into the orientation month for interns starting in the summer of 2016. EM interns were paired with emergency department preceptors in registered nursing (RN), respiratory therapy (RT), pharmacy (PH), laboratory (LAB), and social work (SW) in either a four-hour shadowing experience (RN, RT, PH) or lecture-based overview (LAB, SW). We conducted a survey before and after the program. Overall, the EM interns reported an improved understanding of the scope of practice and day-to-day logistics after working with the preceptors. They found the program helpful to their future as physicians and would recommend it to other residencies. The H-AHRP program allows for the early incorporation of IPE into EM training, enhances interns’ understanding of both the scope and logistics of their colleagues, and is a well-received effort at improving team-based care.

Interprofessional Education and Practice: A Primer for Training Future Clinicians

2014 ◽  
Vol 17 (2) ◽  
pp. 39-46 ◽  
Author(s):  
Richard I. Zraick ◽  
Ana Claudia Harten ◽  
Fran Hagstrom
Keyword(s):  
United States ◽  
Health Care ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
The United States ◽  
Health And Wellness ◽  
Call To Action ◽  
Roles And Responsibilities ◽  
Challenges And Opportunities ◽  
Collaborative Learning Opportunities

Speech-language pathologists and audiologists often share roles and responsibilities with other professionals as they contribute to the health and wellness of clients/patients in educational and medical settings. Emerging changes in the educational and health care landscapes in the United States are increasing the demand for interprofessional collaboration to improve treatment outcomes. Programs in Communication Sciences and Disorders need to be responsive to health care and educational reforms and expose students to collaborative learning opportunities with those outside their professions. This introductory-level article reviews terminology and concepts related to two approaches to training tomorrow's clinicians today, Interprofessional Education (IPE) and Interprofessional Collaborative Practice (IPP). The article also discusses the challenges and opportunities related to IPE and IPP, and makes a call to action for both approaches to address educational and health care changes in the United States.

Interprofessional education of medical students and paramedics in emergency medicine

2007 ◽  
Vol 51 (3) ◽  
pp. 372-377 ◽  
Author(s):  
J. Hallikainen ◽  
O. Väisänen ◽  
P. H. Rosenberg ◽  
T. Silfvast ◽  
L. Niemi-Murola
Keyword(s):  
Emergency Medicine ◽  
Medical Students ◽  
Interprofessional Education

scholarly journals Guiding Hemorrhagic Resuscitation With Viscoelastic Tests in the Emergency Department: A Call to Action in Emergency Medicine Education

2021 ◽  
Vol 78 (3) ◽  
pp. 462-463
Author(s):  
Ernest E. Moore ◽  
Scott G. Thomas ◽  
Nicolas Mjaess ◽  
Connor M. Bunch ◽  
Mark M. Walsh
Keyword(s):  
Emergency Department ◽  
Emergency Medicine ◽  
Call To Action ◽  
Medicine Education

scholarly journals Errors in Emergency Medicine A Call to Action

2000 ◽  
Vol 7 (11) ◽  
pp. 1173-1174 ◽  
Author(s):  
Michelle H. Biros ◽  
James G. Adams ◽  
Robert L. Wears
Keyword(s):  
Emergency Medicine ◽  
Call To Action

scholarly journals Escape Rooms in Medical Education: Deductive Analysis of Designs, Applications and Implementations

2021 ◽  
Author(s):  
Ahmad Neetoo ◽  
Nabil Zary ◽  
Youness Zidoun
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Nursing Education ◽  
Interprofessional Education ◽  
Serious Games ◽  
Careful Analysis ◽  
Game Based Learning ◽  
Problem Solving Skills ◽  
Design Considerations ◽  
Wide Range

Background: Serious games are conceptualized as a broad topic and overlap segments of more modern forms of education: e-learning, edutainment, game-based learning, and digital game-based learning. Serious Games aligns with digitalization and the modern era and creates novel opportunities for learning and assessment in medical education. Escape rooms, a type of serious games, merge mental and physical aspects to reinforce critical skills useful in daily life. It challenges logic and reasoning and demands careful analysis of situations to correlate and solve different stages of the escape room under pressurized, timed conditions. Furthermore, it serves as an adequate environment to build problem-solving skills, communication skills, and leadership skills through the collaboration of people to achieve a common goal. The aim of this study was to investigate the applications of escape rooms in Medical Education. Method: This study investigated the applications of escape rooms in medical education. Serious games are expanding in education and have attained great relevance due to their intriguing and intrinsically motivating attributes. Within serious games, we focused on escape rooms in which participants are locked in a room, faced with puzzles that must be solved to ‘escape the room’. Compiling the data from the first 100 hits of medical application of escape rooms, we found 72 cases and categorized them by year, specialty, participants structure, simulation experience, and design. Results: We reported on escape rooms in medical education by the year in which they were reported, the medical specialty, the participant structure, grouped or individual, the experience design; real, hybrid, or digital, and the modality of the delivery. 72% of the escape rooms focused on four main areas: nursing education (25.0%), emergency medicine (22.2%), pharmacy (12.5%), and interprofessional education (12.5%). Most of the escape rooms had a group-based physical design and little attention was given to provide a detailed description of the design considerations, such as the pathway type (linear, semi-linear, open). Conclusion: Escape rooms are applied in a wide range of medical education areas. In Medical Education, group-based on-site escape rooms with a focus on nursing, emergency medicine, pharmacy and interprofessional education dominates the implementation landscape. To further advance the field, stronger emphasis on making explicit the design considerations will advance the research and inform implementations.

A Call to Action: Firearms, Public Health, and Emergency Medicine

2013 ◽  
Vol 61 (6) ◽  
pp. 700-702 ◽  
Author(s):  
Megan L. Ranney ◽  
Jeffrey Sankoff ◽  
David H. Newman ◽  
Andrew Fenton ◽  
Leslie Mukau ◽  
...  
Keyword(s):  
Public Health ◽  
Emergency Medicine ◽  
Call To Action

scholarly journals Emergency Medicine Resident Education on Caring for Patients With Disabilities: A Call to Action

2020 ◽  
Vol 4 (4) ◽  
pp. 450-462
Author(s):  
Jason Rotoli ◽  
Anika Backster ◽  
Richard W. Sapp ◽  
Zachery A. Austin ◽  
Czestochowa Francois ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Resident Education ◽  
Call To Action ◽  
Emergency Medicine Resident ◽  
Medicine Resident
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