scholarly journals Interprofessional Education In Healthcare: Establishing A Successful Dialogue For Students And Faculty

2011 ◽  
Vol 3 (1) ◽  
pp. 53-58
Author(s):  
Lynette R. Goldberg ◽  
Victoria Mosack ◽  
Jean Brickell
Keyword(s):  
Clinical Practice ◽  
Survey Data ◽  
Interprofessional Education ◽  
Health Professions ◽  
Evidence Based ◽  
Patient Centered ◽  
Education Assessment ◽  
Interprofessional Teams ◽  
Specific Activities ◽  
Problem Solve

Effective healthcare today is built on interprofessional, population- and evidence-based approaches to provide care that is safe, timely, equitable, patient-centered, and efficient. As a result, there is increasing recognition by faculty, administrators, and community professionals of the importance of providing students with ongoing opportunities to problem-solve and learn together in interprofessional teams. In order to document baseline data on the interprofessional activities underway in a College of Health Professions, faculty and staff in each of the College’s departments completed a published survey, Interprofessional Education Assessment and Planning Instrument for Academic Institutions. Faculty comments showed they viewed interprofessional education and collaborative clinical practice as important. However, survey data showed interprofessional education generally was limited to discipline-specific activities. Data were important in encouraging faculty to begin a productive dialogue as to how interprofessional education opportunities could be implemented more effectively for students. 

scholarly journals Neuron Model of Interprofessional Education and Evidence-Based Practice

2020 ◽  
Vol 11 (3) ◽  
pp. 15
Author(s):  
Dixon Thomas ◽  
Jason Cooper ◽  
Mark Maas
Keyword(s):  
Curriculum Design ◽  
Interprofessional Education ◽  
Neuron Model ◽  
Evidence Based Practice ◽  
Health Professions ◽  
Health Professions Education ◽  
Evidence Based ◽  
Great Effort ◽  
New Concepts ◽  
Article Type

Interprofessional education (IPE) and evidence-based practice (EBP) are relatively new concepts in health professions education in many parts of the world. These critical reforms are implemented with great effort. As clinical practice has become more collaborative and evidence-based, teamwork and research need to be well integrated in the curriculum. However, many stakeholders struggle to visualize the work of IPE and EBP in the context of health professions education and practice. The Neuron Model, using parts of the neuron, is designed to detail how IPE and EBP integrate in health professions curriculum design or reveal a hidden curriculum. Evidence-based interprofessional care has been implemented with limitations in academic health systems.  Lack of a common understanding of how it works is a limitation. The neuron model thus aims to visualize IPE and EBP in health professions education and practice.   Article Type: Commentary

scholarly journals Interprofessional Education: Reaching Health Professionals With an Interactive Professional Virtual/Online Event on Advocacy and Policy

2020 ◽  
Vol 8 ◽  
Author(s):  
Karen D. Liller ◽  
Zachary Pruitt ◽  
Somer Goad Burke
Keyword(s):  
Public Health ◽  
Health Policy ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Health Professions ◽  
South Florida ◽  
Online Curriculum ◽  
Face To Face ◽  
Interprofessional Teams ◽  
Synchronous Online

Competencies in health policy and advocacy should be developed by all health professionals to effectively advance their professions but also effectively collaborate in interprofessional teams to improve public health. However, the COVID-19 epidemic presents a challenge to reaching students of health professions through face-to-face offerings. To meet this need, the University of South Florida College of Public Health developed asynchronous and synchronous online health policy and advocacy modules delivered to an interprofessional group of students pursuing health careers. After learning policy and advocacy material individually through a self-paced online curriculum, faculty gathered the students for a synchronous online event where they formed collaborative groups. In interprofessional teams, students prepared and presented advocacy briefs that were critiqued by the faculty. Post-event evaluation results showed that most students strongly agreed that the interprofessional event was very effective, and they all would recommend the program to other students. Universities and colleges educating students of health professions can take advantage of the technologies employed to keep students safe in the COVID-19 pandemic and still reach students effectively with interprofessional health policy and advocacy content.

scholarly journals The Point of View of Undergraduate Health Students on Interprofessional Collaboration: A Thematic Analysis

2019 ◽  
Vol 5 ◽  
pp. 237796081983573
Author(s):  
Monica Bianchi ◽  
Annamaria Bagnasco ◽  
Luca Ghirotto ◽  
Giuseppe Aleo ◽  
Gianluca Catania ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Undergraduate Students ◽  
Thematic Analysis ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Point Of View ◽  
Interprofessional Teams ◽  
Semistructured Interviews ◽  
Resource Requirements ◽  
Knowledge Competencies

Interprofessional education (IPE) is essential to prepare future professionals for interprofessional collaboration (IPC). Learning together is essential for students because it is a way to understand the roles of other colleagues, improve their skills, knowledge, competencies, and attitudes to collaborate with the interprofessional teams. To explore how undergraduate students who attend IPE courses define IPC, a qualitative study using semistructured interviews followed by a thematic analysis was performed. Four main themes were identifed: IPC as a resource, requirements for IPC, emotions linked to IPC, and tutor's role to facilitate students' perception of IPC. Students considered IPE important to build IPC, where clinical placement tutors play a key role. The most important findings of the present study include the students' considerations about the importance of IPE when building their IPC definition and the key role played by the tutor during the placement in building IPC in clinical practice.

Evidence-Based Medicine in Otolaryngology Part XII: Assessing Patient Preferences

2020 ◽  
pp. 019459982095072
Author(s):  
Matthew R. Naunheim ◽  
Gregory W. Randolph ◽  
Jennifer J. Shin
Keyword(s):  
Clinical Practice ◽  
Medical Care ◽  
Patient Preferences ◽  
Evidence Based Medicine ◽  
Data Sources ◽  
Evidence Based ◽  
Patient Centered ◽  
Rigorous Evaluation ◽  
Current State ◽  
Based Medicine

Objective To provide a contemporary resource to update clinicians and researchers on the current state of assessment of patient preferences. Data Sources Published studies and literature regarding patient preferences, evidence-based practice, and patient-centered management in otolaryngology. Review Methods Patients make choices based on both physician input and their own preferences. These preferences are informed by personal values and attitudes, and they ideally result from a deliberative evaluation of the risks, benefits, and other outcomes pertaining to medical care. To date, rigorous evaluation of patient preferences for otolaryngologic conditions has not been integrated into clinical practice or research. This installment of the “Evidence-Based Medicine in Otolaryngology” series focuses on formal assessment of patient preferences and the optimal methods to determine them. Conclusions Methods have been developed to optimize our understanding of patient preferences. Implications for Practice Understanding these patient preferences may help promote an evidence-based approach to the care of individual patients.

scholarly journals Interprofessional education-relevant accreditation standards in Canada: a comparative document analysis

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Mohammad Azzam ◽  
Anton Puvirajah ◽  
Marie-Andrée Girard ◽  
Ruby E. Grymonpre
Keyword(s):  
Health Outcomes ◽  
Interprofessional Education ◽  
Educational Program ◽  
Health Professions ◽  
Patient Centered ◽  
Eligibility Criteria ◽  
Accreditation Standards ◽  
Canadian Health ◽  
Standards Documents ◽  
The Impact

Abstract Background Increasing evidence suggests that sustainable delivery of interprofessional education (IPE) has the potential to lead to interprofessional collaborative practice (IPCP), which in turn has the potential to lead to enhanced healthcare systems and improved patient-centered care health outcomes. To enhance IPE in Canada, the Accreditation of Interprofessional Health Education (AIPHE) project initiated collaborative efforts among accrediting organizations of six health professions to embed IPE language into their respective accreditation standards. To further understand the impact of the AIPHE project, this study evaluated the accountability of the IPE language currently embedded in Canadian health professions’ accreditation standards documents and examined whether such language spanned the five accreditation standards domains identified in the AIPHE project. Methods We conducted a comparative content analysis to identify and examine IPE language within the “accountable” statements in the current accreditation standards for 11 Canadian health professions that met our eligibility criteria. Results and discussion A total of 77 IPE-relevant accountable statements were identified across 13 accreditation standards documents for the 11 health professions. The chiropractic, pharmacy, and physiotherapy documents represented nearly 50% (38/77) of all accountable statements. The accountable statements for pharmacy, dentistry, dietetics, and nursing (registered) spanned across three-to-four accreditation standards domains. The remaining nine professions’ statements referred mostly to “Students” and “Educational program.” Furthermore, the majority of accreditation standards documents failed to provide a definition of IPE, and those that did, were inconsistent across health professions. Conclusions It was encouraging to see frequent reference to IPE within the accreditation standards of the health professions involved in this study. The qualitative findings, however, suggest that the emphasis of these accountable statements is mainly on the students and educational program, potentially compromising the sustainability and development, implementation, and evaluation of this frequently misunderstood pedagogical approach. The findings and exemplary IPE-relevant accountable statements identified in this paper should be of interest to all relevant stakeholders including those countries, where IPE accreditation is still emerging, as a means to accelerate and strengthen achieving desired educational and health outcomes.

Is “scientifically informed, yet humanistic medicine” the solution to the crisis of modern medicine? A friendly corrective to the emergent model of Person-Centered Medicine

2014 ◽  
Vol 2 (1) ◽  
pp. 106 ◽  
Author(s):  
Maya Goldenberg
Keyword(s):  
Clinical Practice ◽  
Evidence Based Medicine ◽  
Modern Medicine ◽  
Evidence Based ◽  
Patient Centered ◽  
Centered Care ◽  
Model Evidence ◽  
Humanistic Medicine ◽  
Based Medicine ◽  
Conceptual Confusion

In Miles and Mezzich’s programmatic paper “The care of the patient and the soul of the clinic: person-centered medicine as an emergent model of modern clinical practice”, the authors draw from a wide variety of sources to frame a theoretical underpinning for the emerging concept of “person-centered medicine” as a model of clinical practice. The sources include humanistic and phenomenological medicine, the biopsychosocial model, evidence-based medicine, critics of evidence-based medicine and patient-centered care. Each offer commendable desiderata, which Miles and Mezzich selectively integrate into their burgeoning theoretical framework. My concern is that the selective uptake of desirably qualities from such diverse resources in order to progress person-centered medicine’s developing vision of “medicine for the person, by the person and with the person” obscures important theoretical differences among these sources that will likely result in difficulty for the concept of person-centered medicine. These diverse theoretical resources offer competing correctives to the problems with medicine. Some of these differences are irreconcilable and need to be highlighted in order to avoid creating conceptual confusion and allegiance to unproductive theoretical commitments at this critical point of framing and developing this emergent model of modern clinical practice. 

scholarly journals A Pragmatic Approach to Translating Low- and Very Low-Carbohydrate Diets Into Clinical Practice for Patients With Obesity and Type 2 Diabetes

2021 ◽  
Vol 8 ◽  
Author(s):  
Dina Hafez Griauzde ◽  
Kathleen Standafer Lopez ◽  
Laura R. Saslow ◽  
Caroline R. Richardson
Keyword(s):  
Weight Loss ◽  
Clinical Practice ◽  
Evidence Based ◽  
Eating Patterns ◽  
Dietary Recommendations ◽  
Patient Centered ◽  
Ketogenic Diets ◽  
Low Carbohydrate ◽  
Potential Benefits ◽  
Based Medicine

Across all eating patterns, individuals demonstrate marked differences in treatment response; some individuals gain weight and others lose weight with the same approach. Policy makers and research institutions now call for the development and use of personalized nutrition counseling strategies rather than one-size-fits-all dietary recommendations. However, challenges persist in translating some evidence-based eating patterns into the clinical practice due to the persistent notion that certain dietary approaches—regardless of individuals' preferences and health outcomes—are less healthy than others. For example, low- and very low-carbohydrate ketogenic diets (VLCKDs)—commonly defined as 10–26% and <10% total daily energy from carbohydrate, respectively—are recognized as viable lifestyle change options to support weight loss, glycemic control, and reduced medication use. Yet, critics contend that such eating patterns are less healthy and encourage general avoidance rather than patient-centered use. As with all medical treatments, the potential benefits and risks must be considered in the context of patient-centered, outcome-driven care; this is the cornerstone of evidence-based medicine. Thus, the critical challenge is to identify and safely support patients who may prefer and benefit from dietary carbohydrate restriction. In this Perspective, we propose a pragmatic, 4-stepped, outcome-driven approach to help health professionals use carbohydrate-restricted diets as one potential tool for supporting individual patients' weight loss and metabolic health.

scholarly journals Using Disablement Models and Clinical Outcomes Assessment to Enable Evidence-Based Athletic Training Practice, Part I: Disablement Models

2008 ◽  
Vol 43 (4) ◽  
pp. 428-436 ◽  
Author(s):  
Alison R. Snyder ◽  
John T. Parsons ◽  
Tamara C. Valovich McLeod ◽  
R. Curtis Bay ◽  
Lori A. Michener ◽  
...  
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Clinical Outcomes ◽  
Athletic Training ◽  
Outcomes Assessment ◽  
Evidence Based ◽  
Patient Centered ◽  
Clinical Outcomes Assessment ◽  
Training Practice

Abstract Objective: To present and discuss disablement models and the benefits of using these models as a framework to assess clinical outcomes in athletic training. Background: Conceptual schemes that form the basic architecture for clinical practice, scholarly activities, and health care policy, disablement models have been in use by health care professions since the 1960s. Disablement models are also the foundation for clinical outcomes assessment. Clinical outcomes assessment serves as the measurement tool for patient-oriented evidence and is a necessary component for evidence-based practice. Description: Disablement models provide benefits to health professions through organization of clinical practice and research activities; creation of a common language among health care professionals; facilitation of the delivery of patient-centered, whole-person health care; and justification of interventions based on a comprehensive assessment of the effect of illness or injury on a person's overall health-related quality of life. Currently, the predominant conceptual frameworks of disability in health care are those of the National Center for Medical Rehabilitation Research and the World Health Organization. Disablement models need to be understood, used, and studied by certified athletic trainers to promote patient-centered care and clinical outcomes assessment for the development of evidence-based practice in athletic training. Clinical and Research Advantages: For clinicians and researchers to determine effective athletic training treatments, prevention programs, and practices, they must understand what is important to patients by collecting patient-oriented evidence. Patient-oriented evidence is the most essential form of outcomes evidence and necessitates an appreciation of all dimensions of health, as outlined by disablement models. The use of disablement models will allow the athletic training profession to communicate, measure, and prioritize the health care needs of patients, which will facilitate organized efforts aimed at assessing the quality of athletic training services and practices and ultimately promote successful evidence-based athletic training practice.

Operationalizing person-centered medicine

2014 ◽  
Vol 2 (1) ◽  
pp. 98
Author(s):  
James Marcum ◽  
Jackson Griggs ◽  
Lauren Barron
Keyword(s):  
Clinical Practice ◽  
Evidence Based Medicine ◽  
Clinical Case ◽  
Patient Centered Care ◽  
Evidence Based ◽  
Patient Centered ◽  
Working Definition ◽  
Centered Care ◽  
Definition Of ◽  
Based Medicine

To recapture medicine’s “soul” for the “care” of patients, Miles and Mezzich propose a version of person-centered medicine in which they “coalesce” both evidence-based medicine and patient-centered care. To that end, they identify 5 key principles from which they formulate a 4-part working definition of person-centered medicine. In this paper, we first analyze philosophically -ontologically, epistemologically and ethically - both their principles and definition and we then present a clinical case to operationalize their notion of person-centered medicine. We conclude with a brief comment on its feasibility for modern clinical practice.

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