Interprofessional Team Reasoning Framework as a Tool for Case Study Analysis with Health Professions Students: A Randomized Study

2012 ◽  
Vol 2 (3) ◽  
Author(s):  
Kathleen Packard ◽  
Hardeep Chelal ◽  
Anna Maio ◽  
Joy Doll ◽  
Jennifer Furze ◽  
...  
Keyword(s):  
Student Performance ◽  
Interprofessional Education ◽  
Teaching And Learning ◽  
Randomized Study ◽  
Health Professions ◽  
Post Intervention ◽  
Interprofessional Communication ◽  
Case Study Analysis ◽  
Interprofessional Team ◽  
Team Reasoning

Background: This pilot study evaluated the efficacy of the Interprofessional Team Reasoning Framework (IPTRF) to facilitate teaching and learning case studies with health professions students.Methods and Findings: Eighteen interprofessional students were randomized to teams of six and were videotaped while completing a case. Team 1 (control) received only the case; team 2 received the case plus framework; and team 3 received the case, framework, and was shown videotaped examples of interprofessional interactions. The primary endpoint was students’ perceptions of interprofessional skills as measured pre and post intervention using a modified Team Skills Scale. The secondary endpoint was student performance as assessed by blinded individuals using a standardized rubric. The results revealed that students’ perceptions of team skills were significantly improved in team 2 and team 3 but not team 1. Students’ performance of their case as assessed by blinded faculty was significantly better in team 3 compared with teams 1 and 2.Conclusions: In this study of six disciplines, the IPTRF, in combination with modeled examples of interprofessional communication, was an effective tool to teach skills necessary to workup a patient case, which included collaboration, communication, and values/ethics. As the landscape of interprofessional education evolves, tools like the IPTRF will facilitate incorporation of these skills into health professions education.

scholarly journals Effect of introducing interprofessional education concepts on students of various healthcare disciplines in the United Arab Emirates

2021 ◽  
Author(s):  
Shroque Zaher ◽  
Farah Otaki ◽  
Nabil Zary ◽  
Amina Al Marzouqi ◽  
Rajan Radhakrishnan
Keyword(s):  
United Arab Emirates ◽  
Situated Learning ◽  
Interprofessional Education ◽  
Statistical Significance ◽  
Health Professions ◽  
Mena Region ◽  
Post Intervention ◽  
Future Health ◽  
Interprofessional Learning ◽  
Learning And Collaboration

AbstractBackgroundThe value of interprofessional education (IPE) in nurturing healthcare professionals and shaping their professional identities and attitudes towards interdisciplinary teamwork and collaboration is established in the literature. It is an emerging concept in the Middle East and North Africa region and is new to the United Arab Emirates (UAE).PurposeTo investigate the effect of one of the first experiences of IPE in the UAE, which was designed in alignment with the principles of the Situated Learning Theory, on students of various healthcare disciplines readiness for interprofessional learning and collaboration.MethodsA pre-post intervention quantitative research design was adopted for this study to assess the effectiveness of the intervention in raising the level of readiness for interprofessional work among the participants. The participants included students of medicine, pharmacy, nursing, and physiotherapy. Readiness for Interprofessional Learning Scale (RIPLS) was used as the pre- and post-intervention assessments; data was analysed using SPSS.ResultsThe IPE intervention under investigation significantly increased the level of readiness to engage in cross-disciplinary learning and collaboration among participating health professions’ students. In terms of the subscales, the participants’ openness to engage in teamwork was raised and their professional identity was fostered. Yet, no statistical significance around clarity of roles and responsibilities was detected.ConclusionIPE interventions hold the potential to significantly increase receptiveness to cross-disciplinary learning and collaboration among health professions’ students. The findings of this study encourage other universities in the MENA region to adopt IPE to improve future health professionals’ capacity to develop shared understanding and mutual respect within cross-disciplinary teams, which ultimately feed into improved quality of care and patient outcome.

scholarly journals Comparison of Communications Styles Amongst Students in Allied Health Professions Programs: How Do Our Students Communicate with Other Healthcare Providers?

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Amber Virya King Buhler ◽  
Amy E Coplen ◽  
Shawn Davis ◽  
Bobby Nijjar
Keyword(s):  
Patient Outcomes ◽  
Communication Skills ◽  
Interprofessional Education ◽  
Personal Communication ◽  
Health Professions ◽  
Communication Styles ◽  
Patient Treatment ◽  
Healthcare Team ◽  
Interprofessional Communication ◽  
Limited Effectiveness

Background: Optimal patient outcomes require communication between providers in multiple professions to initiate referrals, communicate patient treatment, and coordinate care. While there is a clear need for increased understanding of the terminology, skills, and scopes of practice of professional colleagues, these tools are of limited effectiveness if there is poor interpersonal communication between team members. Multiple bodies for Interprofessional Practice and Education (IPP/IPE) identify communication skills as an integral part of education. In fact, the third competency domain set down by the Interprofessional Education Collaborative, Interprofessional Communication, states that professionals should, “Recognize how one’s own uniqueness, including experience level, expertise, culture, power, and hierarchy within the healthcare team, contributes to effective communication, conflict resolution, and positive interprofessional working relationships” [1].Methods and Findings: As part of a required interprofessional competence course, first-year students in ten health professions programs completed the Personal Coaching Style Inventory (PSCI) to self-identify personal communication styles. A series of one-way analysis of variance (ANOVA) analyses followed by Tukey post-hoc analyses were performed in order to identify significant differences in PSCI component scores between programs. Within groups, students discussed personal and cohort-wide findings as they impact teamwork. The majority of students identified with the Mediator style. Differences in style were also found in relation to profession, gender, and race. The activity prompted discussion of varied roles in team dynamics, and how differences in style could affect interprofessional teamwork.Conclusions: Self-awareness of personal communication styles as well as predominant styles of other health professions may enhance interprofessional communication\skills. The skill with which students approach their team roles in heterogeneous groups following graduation has the potential to increase team functionality and patient outcomes.

scholarly journals Exploring Social Media’s Potential in Interprofessional Education

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Jeff Cain ◽  
Katherine Chretien
Keyword(s):  
Social Media ◽  
Collaborative Care ◽  
Interprofessional Education ◽  
Health Professions ◽  
Health Professions Education ◽  
Time And Space ◽  
Interprofessional Communication ◽  
Interdisciplinary Nature ◽  
Mainstream Society ◽  
Media Applications

Social media applications such as Facebook, Twitter, and blogs have become part of mainstream society and are currently being used throughout health professions education. The asynchronous nature and conversational aspects of social media permit learners to collaborate with and learn from others in different fields. Interprofessional education (IPE) is a growing paradigm in health professions schools for a variety of reasons, including the desire to teach future practitioners how to communicate with each other and engage in collaborative care. Due to the interdisciplinary nature of IPE curricula, those programs must overcome numerous logistical barriers to be successful. Finding suitable times and locations for interprofessional students to meet and arranging opportunities for them to collaborate on healthcare issues are just two of the logistical impediments to IPE implementation. Fortunately, the asynchronous, conversational, and collaborative aspects of social media applications enable them to facilitate interprofessional communication and alleviate some of the time and space issues. In this article, we describe in further detail the merits of social media relevant to IPE, provide specific examples of how social media can be used to enhance aspects of IPE programs, and make a call for further research in this area.

Changing the Future of Health Professions: Embedding Interprofessional Education Within an Academic Health Center

2010 ◽  
Vol 85 (8) ◽  
pp. 1290-1295 ◽  
Author(s):  
Amy V. Blue ◽  
Maralynne Mitcham ◽  
Thomas Smith ◽  
John Raymond ◽  
Raymond Greenberg
Keyword(s):  
Health Center ◽  
Interprofessional Education ◽  
Health Professions ◽  
Academic Health Center ◽  
Academic Health ◽  
The Future

A neuropsychological group rehabilitation program with institutionalized elderly

2016 ◽  
Vol 33 (S1) ◽  
pp. s235-s235
Author(s):  
L. Lemos ◽  
H. Espírito-Santo ◽  
S. Simões ◽  
F. Silva ◽  
J. Galhardo ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Depressive Symptomatology ◽  
Randomized Study ◽  
Geriatric Depression Scale ◽  
Depression Scale ◽  
Rehabilitation Program ◽  
Post Intervention ◽  
Institutionalized Elderly ◽  
Group Rehabilitation ◽  
The Impact

IntroductionElderly institutionalization involves an emotional adaptation and the research shows that the risk of depression increases.ObjectivesEvaluate the impact of a neuropsychological group rehabilitation program (NGRP) on depressive symptomatology of institutionalized elderly.AimsNGRP influences the decrease of depressive symptoms.MethodsElderly were assessed pre- and post-intervention with the Geriatric Depression Scale (GDS) and divided into a Rehabilitated Group (RG), a Waiting List Group (WLG), and a Neutral Task Group (NTG).ResultsIn this randomized study, before rehabilitation, 60 elderly people (RG; 80.31 ± 8.98 years of age; 74.2% women) had a mean GDS score of 13.33 (SD = 9.21). Five elderly included in the NTG (80.13 ± 10.84 years; 75.0% women) had a mean GDS score of 10.60 (SD = 4.72). Finally, 29 elderly in the WLG (81.32 ± 6.68 years; 69.0% women) had a mean GDS score of 14.93 (SD = 6.02). The groups were not different in GDS baseline scores (F = 0.74; P = 0.478). ANCOVA has shown significant differences (P < 0.05) in GDS scores between the three groups after 10 weeks. Sidak adjustment for multiple comparisons revealed that elderly in the WLG got worse scores in GDS, comparing with elderly in RG (P < 0.01), and with elderly in NTG (P < 0.05).ConclusionsElderly that are not involved in a task get worse in depressive symptomatology. Being involved in a structured group task means lower depressive symptoms and being in a NGRP means even greater results.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals A logical approach to supporting professional learning communities

2011 ◽  
pp. 599-620
Keyword(s):  
Student Performance ◽  
Stem Education ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Virtual Communities ◽  
Virtual Community ◽  
Content Management ◽  
Added Value ◽  
Collaborative Tools ◽  
Integration Strategies

Collaborative knowledge sharing requires that dialogues successfully cross organizational barriers and information silos. Successful communication in person or in a virtual community involves a willingness to share ideas and consider diverse viewpoints. This research examines a science, technology, engineering, and mathematics (STEM) content management system called NASATalk, which offers public and private blog posts, file sharing, asynchronous discussion, and live chat services. The service is designed to provide a virtual environment where educators can share ideas, suggestions, successes, and innovations in STEM teaching and learning activities. This study features qualitative data from STEM education groups that helped extend the design of the NASATalk Web 2.0 collaborative tools and features. The analysis shows that the context, e-collaborative tools, integration strategies, and outcomes varied, but also contributed additional space, time, tools, integration strategies, and outcomes through the virtual collaborative learning environment. This study is designed to inform the STEM education community as well as those offering virtual community resources and tools of the added value of using virtual communities to help STEM educators work together in collaborative, virtual environments to discuss ways they can improve their instruction and student performance.

scholarly journals THE EFFECT OF CONTECT, INPUT AND PROCESS IN ACHIEVING INTERPROFESSIONAL COMMUNICATION AND TEAMWORK COMPETENCES

2018 ◽  
Vol 7 (1) ◽  
pp. 34
Author(s):  
Nurul Fauziah ◽  
Mora Claramita ◽  
Gandes Retno Rahayu
Keyword(s):  
Interprofessional Education ◽  
Family Health ◽  
Document Analysis ◽  
Professional Communication ◽  
First Year ◽  
Study Program ◽  
Interprofessional Communication ◽  
Qualitative Research Design ◽  
Grand Design ◽  
Depth Interviews

Background: Interprofessional Education (IPE) is a process occurs when students from two or more professions learn about and from each other to enable effective collaboration and improve health outcomes. Faculty initiated the IPE program called Community and Family Health Care - interprofessional Education (CFHC-IPE) that began in 2013 with the aim to build the capacity of community, family medicine and interprofesional. This study aims to evaluate the effect of context, input and process towards the achievement of interprofessional competences.Method: This study was a qualitative research design using a case study evaluation Context-Input-Process-Product (CIPP). Respondents of this study are five-IPE CFHC managers, three heads of study program, 10 lecturers and 35 students from PSPD, PSIK and PSGK. Data collected through FGD, in-depth interviews and document analysis. FGD and in-depth interviews conducted using an interview guide while document analysis carried out on the grand design CFHC-IPE. Results: Context evaluation shows that the needs assessment has not been carried out. Input evaluation shows that the preparation of the grand design CFHC-IPE is not align and debriefing facilitators need to be added. There were gaps in the implementation of learning activities and assessment and program monitoring was inadequate. IPE competencies in the first year on the student of 2014 were not achieved. Conclusion: Inter-professional communication and teamwork competence on student of class 2014 at CFHC-IPE program in the first year was not achieved and influenced by the weaknesses in the content, inputs and processes aspects.

Sign in / Sign up

Export Citation Format

Share Document