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.

Bridging didactic, interdisciplinary service learning and practice in health professions education

2014 ◽  
Vol 56 (5) ◽  
pp. 447-466 ◽  
Author(s):  
Halcyon St Hill ◽  
Hulya Julie Yazici
Keyword(s):  
Service Learning ◽  
Interprofessional Education ◽  
Health Professions ◽  
Integrated Model ◽  
Health Professions Education ◽  
Interdisciplinary Education ◽  
Equation Modeling ◽  
Content Type ◽  
Interdisciplinary Course ◽  
The Impact

Purpose – The purpose of this paper is to present an integrated model of didactic, practice and interdisciplinary service learning in healthcare education, and determine the students’ perceptions on the benefits of this integration. Design/methodology/approach – A pre and post survey design was utilized to examine health professions students’ perspectives with respect to learning outcomes relevant to professional benefits of a service learning capstone. The surveys consisted of 36 items for measuring the interdisciplinary course characteristics and perceived benefits of the integrated approach. The required interdisciplinary (used interchangeably with interprofessional) course was constructed as an integrated didactic, practice interdisciplinary service learning model. The sample consisted of undergraduate students (n=53) who completed the interdisciplinary senior seminar capstone course taught by one faculty member in one of three course sections. Structural equation modeling based on partial least squares was used to analyze the significance of constructs. Students’ reflections on interdisciplinary service learning were also collected and summarized. Findings – The study demonstrated the significance of interdisciplinary course and team preparation on perceived professional benefits and positive community service learning experience. Research limitations/implications – Further studies are needed and being pursued to address practitioners’ perceptions of interdisciplinary education. To fully complete the assessment of interdisciplinary education, longitudinal studies must be pursued with graduates and their employers. A larger sample size could be used to repeat this study. Practical implications – The model employed in this study may be utilized as a component of practice education and clinical practice to address accreditation requirements, quality patient-centred care, and engaging students in valuing interprofessionalism and service. Originality/value – This study presents an integrated model of didactic, practice and interdisciplinary service learning in health professions education, and demonstrates the benefits of the model with health profession students’ perceptions of interprofessional education (IPE). This study contributes to professional learning research as the impact of IPE has been questionable due to lack of rigorous evidence.

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 Leveraging Machine Learning to Understand how Emotions Influence Equity Related Education (Preprint)

2021 ◽  
Author(s):  
Javeed Sukhera ◽  
Syed Hasan Ahmed
Keyword(s):  
Machine Learning ◽  
Social Media ◽  
General Population ◽  
Language Processing ◽  
Health Professionals ◽  
Teaching And Learning ◽  
Social Issues ◽  
Health Professions ◽  
Health Professions Education ◽  
Media Discourse

BACKGROUND Teaching and learning about topics such as bias is challenging due to the emotional nature of bias-related discourse. However, emotions can be challenging to study in health professions education for numerous reasons. With the emergence of Machine Learning (ML) and Natural Language Processing (NLP), sentiment analysis (SA) has potential to bridge the gap. OBJECTIVE To improve our understanding of the role of emotions in bias related discourse, we developed and conducted a SA of bias related discourse among health professionals. METHODS We conducted a 2-stage quasi experimental study. First, we developed a SA (algorithm) within an existing archive of interviews with health professionals about bias. SA refers to a mechanism of analysis that evaluates the sentiment of textual data by assigning scores to textual components and calculating and assigning a sentiment value to the text. Next, we applied our SA algorithm to an archive of social media discourse on Twitter that contained equity related hashtags to compare sentiment among health professionals and the general population. RESULTS When tested on the initial archive, our SA algorithm was highly accurate compared to human scoring of sentiment. An analysis of bias-related social media discourse demonstrated that health professionals were less neutral than the general population when discussing social issues on professionally associated accounts, suggesting that health professionals attach more sentiment to their posts on Twitter than seen in the general population. CONCLUSIONS The finding that health professionals are more likely to show and convey emotions regarding equity related issues on social media has implications for teaching and learning about sensitive topics related in health professions education. Such emotions must therefore be considered in the design, delivery, and evaluation of equity and bias related education. CLINICALTRIAL Not applicable

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.

Interprofessional education as an approach for reforming health professions education in Brazil: emerging findings

2014 ◽  
Vol 28 (4) ◽  
pp. 379-380 ◽  
Author(s):  
Marcelo Viana da Costa ◽  
Maria José Vilar ◽  
George Dantas de Azevedo ◽  
Scott Reeves
Keyword(s):  
Interprofessional Education ◽  
Health Professions ◽  
Health Professions Education ◽  
Education In Brazil

scholarly journals Leveraging the Interprofessional Education Collaborative (IPEC) Competency Framework to Transform Health Professions Education

2021 ◽  
pp. 8602
Author(s):  
Joseph A. Zorek ◽  
Jeff Lacy ◽  
Christine Gaspard ◽  
Ghaidaa Najjar ◽  
Jens Eickhoff ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Health Professions ◽  
Health Professions Education ◽  
Competency Framework
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