Perceptions and Attitudes towards Interprofessional Education in Medical Schools

To effectively diagnose and treat patients, physicians must often cooperate, coordinate, and problem-solve with other healthcare workers. Successful teams in medicine define and work toward shared goals, employ the pertinent and appropriate qualifications of each member, and establish trust in other team members. Task-shifting passes certain roles onto other team members so that physicians can focus on their key areas of responsibility. A number of medical schools have adopted interprofessional education to train today’s physicians, but there are other strategies that are also being explored. Training modules such as Crew Resource Management and TeamSTEPPSTM are being adapted to the needs of the healthcare field. High-fidelity patient simulations are being used to replicate common situations encountered by healthcare workers. Also, many medical schools are using problem-based or team-based learning practices through which students work with one another to tackle and reason through clinical scenarios.

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Learning in lockdown: exploring the impact of COVID-19 on interprofessional education

British Journal of Midwifery ◽

10.12968/bjom.2021.29.11.648 ◽

2021 ◽

Vol 29 (11) ◽

pp. 648-652

Author(s):

Alison Power ◽

Michael Palapal Sy ◽

Maggie Hutchings ◽

Tracy Coleman ◽

Alla El-Awaisi ◽

...

Keyword(s):

Interprofessional Education ◽

Social Care ◽

Lessons Learned ◽

Global Perspective ◽

Face To Face ◽

Perceptions And Attitudes ◽

Health And Social Care ◽

Rich Data ◽

The Uk ◽

The Impact

The COVID-19 pandemic has had a significant impact on the learning experiences of students undertaking health and social care programmes across the globe. In the UK, the Nursing and Midwifery Council introduced emergency standards for undergraduate programmes in 2020, making significant short-term changes to programme delivery. However, the mandate for all students to undertake interprofessional education remained. Interprofessional education is key to preparing students on health and social care programmes, as it enables students to work as effective members of multi-agency/multi-professional teams on qualification. It is an important element of training, as it has a direct impact on quality of care and service user experience. This series of articles will explore the experiences of ‘lockdown learning’ from the perspective of academics, students and service users from a global perspective in relation to the delivery of interprofessional education during the pandemic, which necessitated a wholesale move from face-to-face, blended and online learning to include emergency remote teaching. The series was written by members of the Centre for the Advancement of Interprofessional Education Research Subgroup (Interprofessional Education Experiences) and aims to identify barriers and facilitators to successful shared learning and provide suggestions for how lessons learned can be taken forward to further enhance this important element of pre-registration education. The perceptions and attitudes of academics and students on such comprehensive changes are a unique and rich data source to explore and inform future provision.

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Interprofessional education in US medical schools

Journal of Interprofessional Care ◽

10.3109/13561820903442887 ◽

2010 ◽

Vol 24 (2) ◽

pp. 204-206 ◽

Cited By ~ 33

Author(s):

Amy V. Blue ◽

James Zoller ◽

Terry D. Stratton ◽

Carol L. Elam ◽

John Gilbert

Keyword(s):

Interprofessional Education ◽

Medical Schools

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Medical students’ readiness and perceptions about Interprofessional Education: A cross sectional study

Pakistan Journal of Medical Sciences ◽

10.12669/pjms.36.4.2214 ◽

2020 ◽

Vol 36 (4) ◽

Author(s):

Hana Zamil ◽

Sultan Ayoub Meo

Keyword(s):

Medical Students ◽

Professional Identity ◽

Interprofessional Education ◽

Positive Impact ◽

Medical Schools ◽

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional ◽

Roles And Responsibilities ◽

Clinical Scenarios

Objectives: Interprofessional Education (IPE) provides an environment where learners demonstrate the knowledge, skills and attitude required to manage the complex clinical scenarios in a collaborative and interprofessional manner. The actual sphere of influence of Interprofessional Education in many medical schools has been limited. Therefore, the present study aim was to evaluate the medical students’ readiness and perception of Interprofessional Education in a medical college in Saudi Arabia. Methods: This questionnaire based cross sectional study was executed in the Department of Physiology, College of Medicine, King Saud University during the period September 2016 to December 2017, using the 19-item Readiness for Interprofessional Learning Scale (RIPLS) with four subscales teamwork and collaboration, negative professional identity, positive professional identity and roles and responsibilities. The questionnaire was e-mailed to 1411 medical students and responses were analyzed using 5-point Likert scale. Results: A total of 158 medical students and trainees responded to the survey, 69 (43.6%) were males and 89 (56.4%) were females. The majority of participants 122-148 (77-94%) acknowledged the positive impact of IPE on teamwork and collaboration, more than two thirds 105 (64.45%) disagreed with negative attitude and 110-126 (70-80%) showed positive professional identity. Conclusions: Medical students showed a positive perception and ready to adopt the Interprofessional Educational allied activities in medical schools. The shared academic events would improve in clarifying the roles and responsibilities of medical students in health care professions. doi: https://doi.org/10.12669/pjms.36.4.2214 How to cite this:Alzamil H, Meo SA. Medical students’ readiness and perceptions about Interprofessional Education: A cross sectional study. Pak J Med Sci. 2020;36(4):---------. doi: https://doi.org/10.12669/pjms.36.4.2214 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Current status of Brazilian interprofessional education: a national survey comparing physical therapy and medical schools

Revista da Associação Médica Brasileira ◽

10.1590/1806-9282.65.10.1241 ◽

2019 ◽

Vol 65 (10) ◽

pp. 1241-1248

Author(s):

Cyntia Pace Schmitz Correa ◽

Lina Santana Hermuche ◽

Alessandra Lamas Granero Lucchetti ◽

Oscarina da Silva Ezequiel ◽

Giancarlo Lucchetti

Keyword(s):

Developing Countries ◽

Physical Therapy ◽

Health Education ◽

Interprofessional Education ◽

Institutional Support ◽

Nationwide Survey ◽

Medical Schools ◽

Current Status ◽

Factors Associated ◽

Education School

SUMMARY OBJECTIVES To investigate how many Brazilian medical and physical therapy schools have initiatives and courses related to IPE in their curricula, assessing the barriers and factors associated with their implementation and comparing the differences between both programs. METHODS This nationwide survey was carried out in 2017 and included representatives of all physical therapy and medical schools in Brasil. Offers of interprofessional activities and related opinions and barriers were evaluated. RESULTS A total of 76 (33.9%) of the medical and 159 (41.4%) of the physical therapy schools answered the questionnaires. At least 68.4% of the medical schools and 79.2% of the physical therapy schools have IPE initiatives, although the number of mandatory courses and clerkships is still low. Despite recognizing IPE’s importance in health education, school representatives see the lack of integration of programs, conflicting schedules, and the lack of institutional support as barriers. In physical therapy, there is a smaller perception of barriers and greater incorporation of mandatory programs in the curriculum. CONCLUSION These results will help in the development of future interventions that can enhance IPE in curricula in developing countries.

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Interprofessional Education: Lessons from COVID-19, a Medical Student's Perspective (Preprint)

10.2196/preprints.23628 ◽

2020 ◽

Author(s):

Jungwoo Kang ◽

Bethany Gwyther

Keyword(s):

Current Literature ◽

Interprofessional Education ◽

Healthcare Professionals ◽

Medical Schools ◽

Local Hospital ◽

Healthcare Assistant

UNSTRUCTURED The COVID-19 pandemic has led to a significant disruption in society and healthcare. In hospitals, doctors, nurses, students, and healthcare professionals alike were recruited and redeployed to assist with the response. In this piece, the authors aim to reflect on their experiences of working in a local hospital as a healthcare assistant during the COVID-19 pandemic and discuss the benefits of this experience in relation to interprofessional education. It is recommended that interprofessional education in medical schools centre around practical placements, based on the authors' experiences and the current literature.

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Promoting safe prescribing practice and interprofessional working: a workshop follow-up evaluation

Journal of Prescribing Practice ◽

10.12968/jprp.2020.2.4.188 ◽

2020 ◽

Vol 2 (4) ◽

pp. 188-192

Author(s):

Steve Hemingway ◽

John Stephenson ◽

Lydia Arnold

Keyword(s):

Internal Consistency ◽

Interprofessional Education ◽

Internal Validity ◽

Reliability Measures ◽

Interprofessional Learning ◽

Perceptions And Attitudes ◽

Prescribing Practice ◽

Good Internal Consistency ◽

Interprofessional Working

Safe prescribing requires successful interprofessional working. One way to facilitate this is to develop interprofessional education across disciplines. This paper presents findings from a follow-up evaluation of an interprofessional workshop for prescribing safety to assess the perceptions and attitudes toward working interprofessionally in non-medical prescribers and MPharm students. The objectives were to further validate an internal workshop questionnaire and the use of the of a scale to assess the readiness for interprofessional learning. An interprofessional workshop, centered around the issue of prescriptions and determinants of competence and safety, was attended by 126 non-medical prescribers and MPharm students. The workshop was evaluated using the Readiness for Interprofessional Learning questionnaire and an internally-produced evaluation, The workshop was evaluated using the Readiness for Interprofessional Learning questionnaire and an internally-produced evaluation. As part of this process, internal consistency of the internally-produced evaluation was verified.. The workshop was rated highly by all participants with overall positivity toward working interprofessionally. There was no evidence that non-medical prescribers and students rated the workshop significantly differently, but MPharm students scored slightly higher than non-medical prescribers on one domain of the internally-produced instrument. All domains of this instrument demonstrated good internal consistency. The workshop overall was received well and appears to meet the standards set out by The Centre for the Advancement of Interprofessional Education. While reliability measures of the internally produced instrument are promising, further work is needed to develop internal validity; and to determine whether any adaptations to the Readiness for Interprofessional Learning Scale are needed for subsequent use with different groups of participants.

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