scholarly journals Evaluation of an Interprofessional Problem-based Learning Module on Care of Persons Living with HIV/AIDS

2010 ◽  
Vol 1 (2) ◽  
Author(s):  
Marcel D'Eon ◽  
Peggy Proctor ◽  
Jane Cassidy ◽  
Nora McKee ◽  
Krista Trinder
Keyword(s):  
Student Satisfaction ◽  
Interprofessional Education ◽  
Large Scale ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Great Promise ◽  
Persons Living With Hiv ◽  
Post Test ◽  
Hiv Aids

Background: Interprofessional education (IPE) holds great promise in continuing to reform the management of complex chronic conditions such as HIV/AIDS, and Problem-based Learning (PBL) is a suitable format for IPE. This study aimed to evaluate the effectiveness of a large scale, compulsory interprofessional PBL module on HIV/AIDS education. In 2004, 30 physical therapy and 30 medical students at the University of Saskatchewan engaged in the HIV/AIDS PBL module. By 2007 over 300 students from seven healthcare programs were involved.Methods and Findings: The module was evaluated over the years using student satisfaction surveys, focus groups, self-assessments, and in 2007 with written pretest/post-tests. Students rated the learning experience about both HIV/AIDS and about interprofessional collaboration, at 4 or 5 out of 6 and effect sizes fell between d = .70 and 3.19. That only one pre-test/post-test study was conducted at a single institution is one of the limitations of this study.Conclusions: Students generally thought highly of the interprofessional PBL module on HIV/AIDS and learned a considerable amount. Although more research is needed to substantiate the self-assessment data, establish what and how much is being learned, and compare PBL to alternative methodologies, PBL is a promising approach to IPE.

scholarly journals Experiential interprofessional education for medical students at a regional medical campus

2018 ◽  
Vol 9 (1) ◽  
pp. e59-67 ◽  
Author(s):  
Laura Walmsley ◽  
Melanie Fortune ◽  
Allison Brown
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
Opportunity To Learn ◽  
Healthcare Team ◽  
Positive Attitudes ◽  
Regional Medical ◽  
Regional Campus

Background: Regional medical campuses are often challenged with providing effective interprofessional education (IPE) opportunities for medical students that are comparable to those at main campuses. At distributed teaching sites, there is often less IPE infrastructure and fewer learners of other health professions. On the other hand, distributed medical education (DME) settings often have community-based clinical environments and fewer medical students, which can provide unique opportunities for IPE curriculum innovation.Methods: At the Niagara Regional Campus (NRC) of McMaster University, the Horizontal Elective for Interprofessional Growth & Healthcare Team ENhancement (HEIGHTEN) was developed to provide first-year medical students the opportunity to learn from and work alongside nurses in a community hospital. This study assesses HEIGHTEN’s impact on students’ knowledge, confidence, and attitudes towards interprofessional care, as well as student satisfaction with the learning experience using a mixed methods evaluation.Results: Findings suggest that HEIGHTEN provided an enjoyable learning experience, fostered positive interprofessional attitudes and an appreciation for the nursing role. Voluntary participation by medical students was high and increased both within the regional campus and with students from other campuses travelling to participate.Conclusion: This model for IPE can be feasibly replicated by distributed teaching sites to provide medical students with hands-on, experiential learning early in training, leading to positive attitudes and behaviours supporting interprofessional collaboration (IPC).

Curriculum and Organisational Issues

2006 ◽  
pp. 212-222
Author(s):  
Lorna Uden ◽  
Chris Beaumont
Keyword(s):  
Large Scale ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Alternative View ◽  
Single Subject ◽  
Learning Needs ◽  
Fully Integrated ◽  
Organizational Issues ◽  
Starting Point ◽  
The Right

The subject of problem-based learning can raise some surprisingly strong emotions, both in terms of the right process to use and the right curriculum model. For example, on the PBL Initiative Web site (director, Howard Barrows, n.d.), the minimum essentials for PBL are stated, and include: “Problem-based learning should not occur within a single discipline or subject.” Specifically for medical education, the recommendations are further specified: Problem-based learning must be the pedagogical base in the curriculum and not part of a didactic curriculum. Problem-based learning should not be episodic, added on to or mixed in with more traditional, didactic, teacher-directed, passive, memorization-based and lecture-based educational methods. (PBL Initiative) This requires a large-scale intervention, obtaining commitment, collaboration, and consensus from staff in multiple subject areas, followed by much planning and training. It can be quite discouraging for a teacher who can see many benefits in the PBL approach and would like to try out PBL “in the small.” While there are numerous benefits for implementing PBL throughout a curriculum—we will discuss in more depth later in the chapter—there is an alternative view of PBL as a pedagogical approach, one that can be applied at several levels, from a single session to a fully integrated curriculum. Ranald Macdonald (2001) puts it like this: So, what is the big deal with PBL? For me it’s nothing more nor less than the fact that problems, tasks, queries (Boud, 1995), or the every day necessity to learn to meet unexpected situations, form the starting point for learning. The real motivation for using it, whatever ‘it’ is, is a desire to improve the quality of student learning and to prepare students for future learning needs by giving them greater responsibility for their own learning now. As such, it doesn’t matter whether we adopt PBL across a whole programme, within a single subject, or as the basis for a single learning experience. It is the intention to provide a need to acquire knowledge, develop skills, or demonstrate applied understanding that is the starting point for PBL. In this chapter, we will explore some of the curriculum and organizational issues of implementing PBL, both “in the small,” that is at a module level, and “in the large,” throughout the curriculum.

scholarly journals Training in interprofessional learning and collaboration: An evaluation of the interprofessional education program in the scale-up phase in Antwerp (Belgium)

2021 ◽  
Vol 60 (3) ◽  
pp. 176-181
Author(s):  
Giannoula Tsakitzidis ◽  
Josefien Van Olmen ◽  
Paul Van Royen
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Scale Up ◽  
Healthcare Providers ◽  
Steering Committee ◽  
Future Health ◽  
Educational Module ◽  
Interprofessional Learning ◽  
Post Test ◽  
Learning And Collaboration

Abstract Background Curricula are reviewed and adapted in response to a perceived need to improve interprofessional collaboration for the benefit of patient care. In 2005, the module Interprofessional Collaboration in Healthcare (IPCIHC) was developed by the Antwerp University Association (AUHA). The program was based upon a concept of five steps to IPCIHC. This educational module aims to help graduates obtain the competence of interprofessional collaborators in health care. Methods Over a span of 15 years, the IPCIHC module is evaluated annually by students and provided with feedback by the tutors and steering committee. Data up to 2014 were supplemented with data up to 2019. For the students the same evaluative one-group, post-test design was used to gather data using a structured questionnaire. The tutors’ and students’ feedback was thematically analyzed. Results Based upon the results and the contextual changing needs, the program was adjusted. Between 2005 and 2019, a total of 8616 evaluations were received (response rate: 78%). Eighty percent of the respondents indicated through the evaluations that they were convinced of the positive effect of the IPCIHC module on their interprofessional development. Over the years, two more disciplines enrolled into this program and also education programs form the Netherlands. Conclusions After 15 years, positive outcomes are showed, and future health professionals have a better understanding of interprofessional learning. Gathering feedback and annually evaluation helped to provide a targeted interprofessional program addressing contextual changes. The challenge remains to keep on educating future healthcare providers in interprofessional collaboration in order to achieve an increase in observable interprofessional behaviour towards other professional groups.

scholarly journals Promoting Interprofessional Collaboration: A Pilot Project Using Simulation in the Virtual World of Second Life

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Deborah Lee Davis ◽  
Gylo Hercelinskyj ◽  
Lynette M. Jackson
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
Opportunity To Learn ◽  
Pilot Project ◽  
Structured Interview ◽  
Learning And Teaching

Background: Contemporary health services increasingly call for teamwork and interprofessional collaboration, though undergraduate curricula provide few opportunities for students to develop the necessary skills. This article presents the results of an innovative pilot project focusing on providing an interprofessional clinical learning experience for students using the virtual world of Second Life.Methods and Findings: A pilot project was implemented and tested on a small group of students studying at two institutions in four healthcare programs. Qualitative descriptive methods were employed to analyze semi-structured interview transcripts. The evaluation revealed that participants were easily able to manage the technologies associated with Second Life and the learning and teaching strategies were engaging and useful. While the project provided students with an opportunity to learn more about the role of other health professionals and their contribution to patient care, it will require some development before it achieves in full the aim to promote interprofessional collaboration. Conclusions: Simulation in virtual worlds such as Second Life offers promise in the area of interprofessional education.

scholarly journals Enhancing The Learning Environment Of Nursing Students Through Interprofessional Collaboration

2014 ◽  
Vol 5 (1) ◽  
pp. 15-28
Author(s):  
Suzanne J. Crouch ◽  
Laura Fillmore ◽  
Sharon L. Phelps ◽  
Eme Ukot
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
Collaborative Teaching ◽  
Teaching Methodology ◽  
Healthcare Needs ◽  
The Impact

The AACN position statement (1999) supports interprofessional collaboration. The development of innovative collaborative teaching methods within education may enhance the learning environment of students. Educational institutions utilize student evaluations as a method of listening to the voices of students, but research related to their use is limited. The purpose of this study was to explore the impact of interprofessional collaboration on nursing students’ perceptions of the online learning environment. An innovative collaborative teaching methodology was developed using a variety of disciplines, including physicians, pharmacists, chiropractic physicians, and nurses. Quantitative data analyses indicated a significant increase in student satisfaction with the online course as well as the online environment p < 0.05 following the establishment of the collaborative teaching methodology. Qualitative analysis illustrated enhanced satisfaction among students following the institution of interprofessional collaboration. Findings that view the learning environment through the lens of students’ eyes have many implications, including increased student and faculty satisfaction with the teaching/learning experience and enhanced collaboration among healthcare professionals. In addition, results may impact the curriculum by identifying a multidisciplinary approach to nursing education as an important resource. If we believe that students have a right to be active participants in their educational experiences, then we must give voice to their values, choices, concerns, and requests. A collaborative teaching methodology is one way to ensure that students’ voices are heard and acted upon, and it was found to be an innovative solution in meeting enrollment demands and healthcare needs. Collaborative relationships within nursing practice and nursing education are essential in the preparation of future nurses. 

Moving From Interprofessional Education Toward Interprofessional Practice: Bridging the Translation Gap

2019 ◽  
Vol 4 (5) ◽  
pp. 971-976
Author(s):  
Imran Musaji ◽  
Trisha Self ◽  
Karissa Marble-Flint ◽  
Ashwini Kanade
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Evaluation Model ◽  
Implementation Strategies ◽  
Future Research ◽  
Successful Implementation ◽  
Interprofessional Practice ◽  
Translational Model ◽  
Key Stakeholders ◽  
Clear Identification

Purpose The purpose of this article was to propose the use of a translational model as a tool for identifying limitations of current interprofessional education (IPE) research. Translational models allow researchers to clearly define next-step research needed to translate IPE to interprofessional practice (IPP). Method Key principles, goals, and limitations of current IPE research are reviewed. A popular IPE evaluation model is examined through the lens of implementation research. The authors propose a new translational model that more clearly illustrates translational gaps that can be used to direct future research. Next steps for translating IPE to IPP are discussed. Conclusion Comprehensive reviews of the literature show that the implementation strategies adopted to date have fostered improved buy-in from key stakeholders, as evidenced by improved attitudes and perceptions toward interprofessional collaboration/practice. However, there is little evidence regarding successful implementation outcomes, such as changed clinician behaviors, changed organizational practices, or improved patient outcomes. The authors propose the use of an IPE to IPP translational model to facilitate clear identification of research gaps and to better identify future research targets.

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

PENGARUH PENGGUNAAN METODE PROJECT BASED LEARNING (PjBL) DAN PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN BERPIKIR KRITIS MAHASISWA (Studi Eksperimen Pada Mata Kuliah Kewirausahaan Tingkat II Tahun Akademik 2014/2015 Program Studi Pendidikan Ekonomi FKIP Universitas Kuningan)

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Yeyen Suryani ◽  
Sri Mulyati
Keyword(s):  
Problem Based Learning ◽  
Project Based Learning ◽  
Post Test

Masalah dalam penelitian ini adalah rendahnya kemampuan berpikir kritis mahasiswa pada mata kuliah kewirausahaan tingkat II di Program Studi Pendidikan Ekonomi FKIP Universitas Kuningan. Rendahnya kemampuan berpikir kritis tersebut ditunjukkan dengan masih banyaknya mahasiswa yang hanya menguasai salah satu aspek pembelajaran pada ruang lingkup kemampuan berpikir tingkat rendah yaitu berkisar pada aspek mengingat atau menghafal. Selain itu, makalah atau tugas-tugas yang dibuat mahasiswa kebanyakan hanya copy paste dari modul atau buku yang sudah ada dan jarang sekali menggambarkan hasil pemikiran mahasiswa sendiri sebagai indikator kemampuan mahasiswa dalam berpikir kritis. Kebanyakan mahasiswa juga masih merasa kesulitan mengaitkan konsep dengan kondisi yang ada di lingkungan nyata. Kondisi semacam ini terjadi akibat dari proses perkuliahan yang hanya berjalan satu arah. Dengan banyak permasalahan-permasalahan yang muncul, perlu adanya pembaharuan di lingkungan pendidikan yang mengarahkan pembelajaran agar mahasiswa memiliki kemampuan berpikir kritis.Tujuan penelitian ini adalah untuk mendeskripsikan perbedaan kemampuan berpikir kritis mahasiswa pada pengukuran akhir (post-test), dan mendeskripsikan perbedaan peningkatan (gain) kemampuan berpikir kritis mahasiswa antara kelas eksperimen yang menggunakan metode PjBL dan kelas kontrol yang menggunakan metode PBL.Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan pada� pretest antara kelas eksperimen yang menggunakan metode PjBL dengan kelas kontrol yang menggunakan metode PBL. Sedangkan setelah pembelajaran terdapat perbedaan hasil posttest kemampuan berpikir kritis mahasiswa antara kelas eksperimen dengan kelas kontrol. Adapun terdapat perbedaan peningkatan kemampuan berpikir kritis mahasiswa antara kelas eksperimen yang menggunakan metode PjBL dengan kelas kontrol yang menggunakan metode PBL dapat dilihat dari nilai gain kelas eksperimen sebesar 0,65 dan kelas kontrol sebesar 0,60. Dari bukti diatas, dapat disimpulkan bahwa kedua metode tersebut yaitu PjBL dan PBL dapat dijadikan sebagai salah satu alternatif bagi dosen untuk meningkatkan dan mengembangkan kemampuan berpikir kritis mahasiswa.

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