Working together: researching interprofessional education

2014 ◽  
Vol 174 (24) ◽  
pp. i-i
Author(s):  
Tierney Kinnison
Keyword(s):  
Interprofessional Education ◽  
Working Together

Republished: Interprofessional education in team communication: working together to improve patient safety

2013 ◽  
Vol 89 (1057) ◽  
pp. 642-651 ◽  
Author(s):  
Douglas Brock ◽  
Erin Abu-Rish ◽  
Chia-Ru Chiu ◽  
Dana Hammer ◽  
Sharon Wilson ◽  
...  
Keyword(s):  
Patient Safety ◽  
Interprofessional Education ◽  
Improve Patient Safety ◽  
Team Communication ◽  
Working Together ◽  
Improve Patient

scholarly journals Coexisting of interprofessional education and organizational culture

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Aysel Başer ◽  
Hatice Şahin
Keyword(s):  
Interprofessional Education ◽  
Health Service Delivery ◽  
Healthcare Systems ◽  
Reform Movement ◽  
Future Health ◽  
Cultural Changes ◽  
Interprofessional Team ◽  
Quality Patient Care ◽  
Technological Advances ◽  
Working Together

Abstract Increasing knowledge, technological advances, growing elderly and disabled population, and the need to provide safe and quality patient care over the world have made the healthcare systems more complex. In the last 30 years, the need for interprofessional education has increased. The training and participation of more than two disciplines is defined as interprofessional education. The aim of interprofessional education is to learn how students should work in an interprofessional team and to apply the knowledge, skills and attitudes that they have learned to future health service delivery. Most of the competencies for interprofessional education are related to teamwork. Communication, leadership and collaboration skills need to be achieved for teamwork. There are many barriers on the basis of the training program and the organization. In addition to the structural change, cultural changes are needed to initiate a reform movement in the interprofessional education in the healthcare system. Critically important interprofessional education should be defended in the framework of how to act and approach all employees of the institution in the same belief, common values and the same way of working together for optimum success.

scholarly journals Faith, Hope & Love: Postscript on Interprofessional Processes for Innovating Generation / Foi, espoir et amour : postscript sur les processus interprofessionnels de génération novatrice

2018 ◽  
Vol 45 (1) ◽  
pp. 129-152
Author(s):  
Pauline Sameshima ◽  
Sean Wiebe
Keyword(s):  
Interprofessional Education ◽  
Learning Strategy ◽  
Interdisciplinary Teams ◽  
Art Exhibition ◽  
Team Collaboration ◽  
Health Care Practices ◽  
Interdisciplinary Approaches ◽  
Working Together ◽  
Innovation Capacity ◽  
Travail En Équipe

Abstract: Universities Canada, Canada Council, and numerous sources urge the development of creativity and innovation capacity by leveraging broad interdisciplinary approaches, collaboration, and partnerships and networking; however, the relational mechanics of working together on interdisciplinary teams and in combinatory partnerships remain equivocal. Drawing on health care practices of interprofessional education, the authors present three tenets, a currere of team collaboration. They offer eight collaboratively created ekphrastic poems written for a curated international touring printmakers’ art exhibition and use their poetry writing process as a generative learning strategy and example for explaining how to frame a path to authentic collaboration.Keywords: Interdisciplinary research; Poetic inquiry; Ekphrasis; Collaborative research; Interprofessional education; Currere. Résumé : Universités Canada, le Conseil des arts du Canada et plusieurs sources prônent le développement de la créativité et de la capacité d’innovation par le biais de vastes approches interdisciplinaires, de la collaboration, de partenariats et de réseautage. Mais la mécanique relationnelle de la collaboration au sein d’équipes interdisciplinaires et de partenariats combinatoires demeure équivoque. S’inspirant de pratiques d’éducation interprofessionnelle dans le domaine de la santé, les auteurs proposent trois principes fondamentaux et un examen réflexif du travail en équipe. Ils présentent huit poèmes ekphrasiques écrits en collaboration en vue d’une exposition internationale itinérante de graveurs et proposent ce procédé d’écriture de poèmes comme stratégie d’apprentissage générative. Ils utilisent ce processus pour expliquer la façon d’accéder à une véritable collaboration.Mots-clés : recherche interdisciplinaire, questionnement poétique, ekphrasis, recherche concertée, éducation interprofessionnelle, examen réflexif. 

scholarly journals Community service learning: an effective vehicle for interprofessional education

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Taline D Infante ◽  
Lyda C Arevalo-Flechas ◽  
Lark A Ford ◽  
Norma S Partida ◽  
Norma Ketchum ◽  
...  
Keyword(s):  
Service Learning ◽  
Student Perceptions ◽  
Community Service ◽  
Interprofessional Education ◽  
Health Professions ◽  
Multidisciplinary Teams ◽  
Health And Wellness ◽  
Community Service Learning ◽  
Faculty Supervision ◽  
Working Together

Background Health professions students have limited exposure to each other during education and training, yet there are many expectations for interaction in the workplace as part of functioning health care teams. We reasoned that providing students an opportunity to work together in a service learning project under faculty supervision would enhance student knowledge and appreciation of each other’s disciplines and give them a better understanding of working together. Methods and Findings Teams of students from four disciplines (medicine, nursing, dentistry, dental hygiene) worked as volunteers with a unique population of transitional homeless families to develop individualized health and wellness plans. Pre- and post-participation surveys were used to measure changes in student perceptions of working in multi-disciplinary teams, and focus groups were used to identify strengths and weaknesses of the project and future directions. Conclusions Results showed positive predispositions to working with each other which were further enhanced by collaborative, interprofessional experience. Students’ confidence in working together in multidisciplinary teams and understanding of the training and expertise of other professions increased after participation and changes were statistically significant. Interprofessional education and community service-based learning may be a powerful combination for demonstrating the value of clinical teamwork to health professions students.

scholarly journals INTERPROFESSIONAL SHARED DECISION-MAKING: A LITERATURE REVIEW

2020 ◽  
Vol 9 (1) ◽  
pp. 81
Author(s):  
Chaina Hanum ◽  
Ardi Findyartini
Keyword(s):  
Decision Making ◽  
Shared Decision Making ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Health Problems ◽  
Collaborative Practice ◽  
Shared Decision ◽  
Literature Study ◽  
Interprofessional Collaborative Practice ◽  
Working Together

Background: The increasing complexity of health problems consequently demands problem solving from various perspectives of health professionals. The interprofessional approach in solving health problems, by working together with patients, their families, and the communities is called Interprofessional Shared Decision-Making (IP-SDM). The capability of various health professionals in IP-SDM becomes one of the abilities to be achieved in Interprofessional Collaborative Practice (IPCP). IP-SDM learning should also be achieved through Interprofessional Education (IPE).Method: This is a literature study aiming to elaborate IP-SDM and its correlation to IPCP and IPE.Results: IP-SDM is a decision making process which involves collaboration between two or more health professionals and also patients aiming at idenfication of best choices while considering patients’ preferences. IP-SDM consists of two core processes: shared decision-making (SDM) between health professionals and patients and collaborative clinical reasoning (CCR) among health professionals. Conclusion: Although SDM and CCR learning has been widely reported, including the potential emphasis in interprofessional education and interprofessional collaborative practice, IP-SDM learning is still limited. For this particular reason, further exploration is needed regarding the development of IP-SDM learning method in IPE, especially in Indonesia context.   

scholarly journals The use of motivational interviewing skills for patient counselling in an interprofessional education learning simulation

2021 ◽  
pp. 582-590
Author(s):  
Jonathon Pouliot ◽  
Gabrielle Givens ◽  
Susan Morley ◽  
Kali Worley ◽  
Jeff Lee ◽  
...  
Keyword(s):  
Motivational Interviewing ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Student Perception ◽  
Health Science ◽  
Patient Counselling ◽  
Study Results ◽  
Before And After ◽  
Global Ratings ◽  
Working Together

Objective: Healthcare training has increasingly focused on interprofessional education (IPE) to provide students opportunities to gain competencies and learn accountability. IPE was incorporated into the curriculum by creating a course for all health science. Motivational interviewing (MI) training was added to enhance the IPE process. The purpose of this study was to determine the effectiveness of MI training in patient counselling simulations. Methods: A cohort of students enrolled in an IPE course were evaluated on MI skills before and after receiving training. MI performance was coded using the Motivational Interviewing Treatment Integrity (MITI) 4.2.1 scoring system. A student perception survey was also administered. Results: A total of 210 students were included in the study. Results from the MITI indicate an improvement in the four global ratings after MI training in individual and group cohorts. For example, for the Cultivating global score, 0% reached at least a fair benchmark in the pre-training groups while 90% (individual) and 50% (group) reached the benchmark post-training. Student perceptions of IPE improved following MI training with more students strongly agreeing that working together was better for patients post-training (66.2% vs 75.5%). Conclusion: The use of MI training in the setting of IPE setting appears to be beneficial. MI gives students a common language and approach to working with patients in an interprofessional setting.

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