The QUIPPED Project: Students’ Attitudes Toward Integrating Interprofessional Education into the Curriculum

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Jennifer Medves ◽  
Margo Paterson ◽  
Teresa Broers ◽  
Wilma Hopman
Keyword(s):  
Physical Therapy ◽  
Health Professional ◽  
Interprofessional Education ◽  
Healthcare Providers ◽  
Radiation Technology ◽  
Student Groups ◽  
Patient Centred Care ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Practice Patient

Background: Healthcare learners are the future healthcare providers. The preparationthey receive in their pre-registration programs will be vital to ensuring that they practice patient-centred care. One approach to this learning model is interprofessional education (IPE).Methods and Findings: Learner attitudes towards interprofessional education and practice were obtained over a thirty-three month period from the Queen’s University Inter-Professional Patient-centred Education Direction (QUIPPED) project. Attitudes were measured by questionnaires based on a 6-point Likert scale. The learners received a number of opportunities to engage in IPE and demonstrated positive attitudes. The degree to which one or more educational initiatives can make a difference in attitude is limited. However, over the course of the project both statistically significant and clinically meaningful differences were found. Different health professional student groups, including medical, medical radiation technology, nursing, occupational therapy, and physical therapy learners varied in their attitudinal responses, demonstrating they have already acquired professional identity.Conclusions: Recommendations include offering varied opportunities to learners, and providing them with the tools to communicate and collaborate together. Limitations include a lack of empirical evidence as to whether IPE translates into interprofessional practice and better patient-centred care.

A comparative analysis of two alternative programmes to counter stigma and discrimination associated with mental illness delivered to medical students

2020 ◽  
pp. 103985622097193
Author(s):  
Sarah E Gordon ◽  
Leah A Kininmonth ◽  
Giles Newton-Howes ◽  
Gordon L Purdie ◽  
Tracey Gardiner
Keyword(s):  
Medical Students ◽  
Health Care Providers ◽  
Mental Distress ◽  
Healthcare Providers ◽  
Care Providers ◽  
Stigma And Discrimination ◽  
Positive Attitudes ◽  
Effective Contact ◽  
Students Attitudes ◽  
Over Time

Objective: To assess and compare attitudes of medical students in response to two service-user-led anti-stigma and discrimination education programmes. Method: Two programmes, consistent with the key elements of effective contact-based anti-stigma and discrimination education programmes for healthcare providers, were delivered to medical students in their penultimate and final year: a more intensive version of the programme in 2015/2016 and a briefer programme in 2016/2017. Attitudes were assessed using the Recovery Attitudes Questionnaire (RAQ) and the Opening Minds Stigma Scale for Health Care Providers (OMS-HC-20) at the beginning and end of their final year. Results: There were no significant differences between the years in initial scores on either scale. Both cohorts showed statistically significant reductions in scores on both scales after completion of the programme, indicating overall improvements in students’ attitudes with reductions in stigma, and more positive attitudes towards recovery of those in mental distress. The more intensive programme led to significantly greater improvement in reductions in stigma than the less intensive programme. Conclusion: Findings support the need for contact-based anti-stigma and discrimination education programmes for medical students that are both intensive and repeated over time.

scholarly journals Exploring interprofessional collaboration and attitudes of health sciences librarians

2020 ◽  
Vol 108 (3) ◽  
Author(s):  
Rachel J. Hinrichs ◽  
Caitlin J. Bakker ◽  
Tara J. Brigham ◽  
Emily C. Ginier ◽  
Gregg A. Stevens ◽  
...  
Keyword(s):  
Health Professional ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Health Professions ◽  
Health Sciences ◽  
Reading Program ◽  
Professional Students ◽  
Professional Careers ◽  
Positive Attitudes ◽  
Medical Library

Objective: This study assessed health sciences librarians’ attitudes toward interprofessional collaboration using the Interdisciplinary Education Perception Scale (IEPS) and gathered information on their involvement with interprofessional activities.Methods: The authors sent a survey to librarians in the Medical Library Association’s (MLA’s) Interprofessional Education Special Interest Group and Research Section consisting of the IEPS and questions about their prior and current experiences with interprofessional practice and education (IPE). We compared mean IEPS scores between each MLA group and several other demographic factors to assess differences in attitudes. We also compared librarians’ IEPS scores with those of previously published health professional students’ IEPS scores and thematically analyzed two open-ended questions.Results: Health sciences librarians’ scores on the IEPS indicated positive attitudes toward IPE. There were no statistically significant differences between any group. Health sciences librarians’ mean IEPS score was similar to the mean score of health professions students from a prior study. The most commonly reported interprofessional activity was teaching or facilitating learning activities for health professions students; fewer served on committees or engaged in non-curricular activities such as grand rounds and book clubs.Conclusion: Health sciences librarians in this study reported positive attitudes toward IPE, in line with the majority of other previously studied health professionals. Years of experience, previous health professional careers, and experience supporting IPE as a librarian had little bearing on the responses to the survey. This suggests that health sciences librarians have positive attitudes toward IPE, regardless of whether they directly support IPE programs or participate in interprofessional activities. This article has been approved for the Medical Library Association’s Independent Reading Program.

scholarly journals Psychology Student Experience of a Brief, Interprofessional Team Training

2016 ◽  
Vol 16 (1) ◽  
pp. 84-92 ◽  
Author(s):  
Reneé A. Zucchero
Keyword(s):  
Doctoral Students ◽  
Interprofessional Education ◽  
Service Providers ◽  
Healthcare Providers ◽  
Team Training ◽  
Team Work ◽  
Psychology Student ◽  
Paired Samples ◽  
Positive Attitudes ◽  
Health Service Providers

Healthcare providers, including psychologists who work as health service providers and with older adults, must be able to work effectively with professionals from other disciplines. Interprofessional education (IPE) engages students from two or more professions to learn collaboratively. To date, only a few studies have examined psychology student involvement in IPE. This article describes the experience of clinical psychology (Psy.D.) doctoral students ( N = 59) who attended a brief, interprofessional (IP) team training. Results of paired-samples t-tests suggest that there was an increase in self-reported positive attitudes about healthcare teams and skills related to working in IP teams from pretest to posttest. Hence, the training may facilitate the development of attitudes necessary for interprofessional competency and provide an opportunity to practice skills central to IP collaboration and team work which are essential for psychologists working in today’s healthcare environment. This experience may serve as a model for psychology programs seeking to expose students to brief, IP, team-based learning.

scholarly journals PHYSICAL THERAPY STUDENTS' ATTITUDES TOWARDS WORKING WITH PEOPLE WITH DEMENTIA AFTER VARIOUS LEARNING EXPERIENCES

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S972-S972
Author(s):  
Jennifer L Vincenzo ◽  
Holly Bennett
Keyword(s):  
Physical Therapy ◽  
Activities Of Daily Living ◽  
Repeated Measures ◽  
Daily Living ◽  
Learning Experiences ◽  
Learning Activity ◽  
Physical Therapy Students ◽  
Positive Attitudes ◽  
People With Dementia ◽  
Students Attitudes

Abstract Working with people with dementia (PWD) can be challenging even for the most seasoned health professionals. Hence, teaching health professional students how to effectively work with this patient population is of importance. Two cohorts (n=43; aged 23-36 years) of Graduate Physical Therapy students participated in multi-modal learning experiences geared towards working with PWD within a geriatrics course. Modules included: 1) online lectures and readings followed by a team based learning activity, 2) 3 hours of ‘positive approaches to care’ along with a simulated experience of performing Activities of Daily living and Instrumental Activities of Daily Living of PWD, and 3) one-on-one interactions during both lunch and dinnertime with at least three PWD residing in a state veteran’s home. The Dementia Attitudes Scale (DAS) was used to measure attitudes of students at baseline and following each activity. Repeated measures analysis of variance revealed a significant increase in positive attitudes of students working with PWD across each activity (98.2 +/- 10.5 baseline) with the most positive attitudes noted after interactions with PWD in a state veteran’s home (111.2 +/- 15.0), [F (2.0, 83.8) = 19.4, p < .01, partial eta^2 = .32]. However, this difference was not significant when controlling for students who had previous experience interacting with PWD . In conclusion, Doctor of Physical Therapy students’ attitudes towards PWD improve with different learning experiences, with the greatest improvements after one on one interactions with PWD if the student did not have prior experience interacting with PWD.

scholarly journals Nurses’ and Physicians’ Attitudes Towards Nurse-Physician Collaboration in Critical Care

2019 ◽  
Vol 12 (1) ◽  
pp. 149
Author(s):  
Fatimah S. Alsallum ◽  
Maram A. Banakhar ◽  
Sulafah K. Gattan ◽  
Salha A. Alwalani ◽  
Roaa A. Alsuhaim ◽  
...  
Keyword(s):  
Critical Care ◽  
Teaching Hospital ◽  
Interprofessional Education ◽  
Pearson Correlation ◽  
Healthcare Providers ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Jeddah City ◽  
Positive Attitudes ◽  
Nurses And Physicians

Nurses-physician collaboration is crucial for patient’s safety and patient’s outcomes. This study aimed to assess nurses’ and physicians’ attitudes towards nurse-physician collaboration in critical care areas in one teaching hospital in Saudi Arabia. A cross-sectional study design was conducted, and the data were collected from both nurses and physicians (n = 239) who were working in critical care areas in one teaching hospital in Jeddah city by using Jefferson scale of attitudes toward nurse-physician collaboration. Data were analysed by using t-test, one-way ANOVA and pearson correlation. The results demonstrated that nurses showed more positive attitudes towards collaboration in critical care areas than physicians. This study concluded that teamwork and collaboration must be encouraged among both nurses and physicians within the critical care units. Furthermore, interprofessional education for both nurses and physicians must be provided within the educational programs to increase the awareness regarding the importance of interproffesional education among healthcare providers.

scholarly journals Interprofessional Peer Teaching: Assistive Device Training and Medications Impacting Safe Ambulation

2020 ◽  
Author(s):  
Niamh Tunney ◽  
Melissa Chesson ◽  
Gina Ryan
Keyword(s):  
Physical Therapy ◽  
Interprofessional Education ◽  
Healthcare Providers ◽  
Gait Training ◽  
Assistive Devices ◽  
Peer Teaching ◽  
Pharmacy Students ◽  
Assistive Device ◽  
Physical Therapy Students ◽  
Teaching Activity

Purpose: An interprofessional peer teaching activity was designed and implemented to provide students with an opportunity to practice interprofessional education collaborative (IPEC) competencies while improving student knowledge of assistive devices for gait and medications impacting safe ambulation. Method: During the activity, second year physical therapy students instructed third year pharmacy students in the accurate fit and counseling for use of canes, crutches, and walkers. Pharmacy students then demonstrated these skills and were checked off on their ability to accurately fit and instruct consumers on basic gait patterns. The pharmacy students in turn educated the physical therapy students about medications that impact safe ambulation and gait training. The activity was designed to meet the interprofessional competencies of roles and responsibilities, interprofessional communication, teams and teamwork, in addition to specific course objectives. Students completed a 15-item pre- and post-knowledge assessment and a perceptions survey to evaluate the effectiveness of the peer teaching activity. Results: Significant improvements in knowledge and performance were demonstrated following participation in the activity, and students reported positive perceptions of the activity and its impact on their learning about assistive devices and medications reviewed during the session. Our results indicate that physical therapy and pharmacy students can effectively teach each other and learn about assistive devices and medications impacting safe ambulation through an interprofessional peer teaching activity. Conclusion: Peer teaching across disciplines can help prepare students to communicate and collaborate with other healthcare providers.

scholarly journals The Effects of Team-Based Learning on Students’ Attitudes and Students’ Performances in Introductory Sociology Classes

2015 ◽  
pp. 53-67 ◽  
Author(s):  
Mark Killian ◽  
Hara Bastas
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Learning Strategy ◽  
Student Groups ◽  
The Public ◽  
Positive Attitudes ◽  
Team Based Learning ◽  
Students Attitudes ◽  
Introductory Class ◽  
Introductory Classes

Relevant in many academic contexts, recent scholarship in sociology has challenged departments to improve the public face of the discipline through introductory classes. However, this scholarship has not addressed how departments can improve the discipline’s public face while maintaining student performance. It is one thing to create an engaging introductory class; it is another to create an engaging introductory class that ensures student learning. One way to possibly achieve the latter is to implement innovative instructional methods that promote active learning. As documented in various fields, one such method is Team-Based Learning (TBL), an active-learning strategy that uses student groups to teach concepts and their applications. Literature has highlighted the success of TBL on students’ perceptions of classes, but reported ambiguous results concerning improved students’ performances. In this article we deviate from previous research, by examining the effect of TBL on students’ attitudes toward sociology (e.g. the public face of the discipline) as well as students’ performances. Results indicate that, as opposed to lecture-based classes, students in TBL classes have much more positive attitudes toward the discipline, while demonstrating equivalent performances. Consequently, we argue that, as long as students’ performances are maintained, academic departments should put time and effort into converting introductory courses into environments of active learning in order to improve the discipline’s public face.

scholarly journals Undergraduate physical therapy students’ attitudes towards using social media for learning purposes at King Saud University, Saudi Arabia

2020 ◽  
Vol 25 (1) ◽  
Author(s):  
Afaf A. M. Shaheen ◽  
Fatim F. Alanazi ◽  
Lama B. Alrashid ◽  
Raghad A. Almadani ◽  
Shaden S. Altamrah ◽  
...  
Keyword(s):  
Social Media ◽  
Physical Therapy ◽  
Learning Experience ◽  
Study Data ◽  
Independent Learning ◽  
Cross Sectional ◽  
King Saud University ◽  
Positive Attitudes ◽  
Social Media Platforms ◽  
Students Attitudes

Abstract Background Social media has become an almost essential part of daily life, especially among college students. The wide use of social media by students makes it an attractive tool for educational institutions. Therefore, this study aimed to ascertain physical therapy (PT) students’ attitudes towards using social media for learning purposes, assess the differences in attitudes between genders, and assess the benefits of using social media in the learning process. In this descriptive cross-sectional study, data were collected from 158 undergraduate PT students at King Saud University (KSU) University in Riyadh using a custom self-reported questionnaire. Results Results indicate that, in general, PT students have positive attitudes towards using social media platforms for learning purposes. YouTube, Wikis, WhatsApp, and Twitter have been utilized for learning purposes by 82.9%, 44.3%, 30.4%, and 27.4% of the students, respectively. Furthermore, students favorably reported that social media platforms are better than traditional teaching methods. These platforms facilitate finding educational resources, develop writing, listening and social skills, share knowledge, enhance self-independent learning, increase collaborations, and develop creativity. Conclusion This study showed that PT students, both males and females, have positive attitudes towards using social media platforms. It is convenient to use social media platforms for learning purposes. It may help enhance the quality of the students’ learning experience and academic performance.

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