scholarly journals "Walking the Walk”: Promoting Competencies for Interprofessional Learning through Team Meetings—A Case Study

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Matthew Links
Keyword(s):  
Professional Learning ◽  
Interprofessional Education ◽  
Core Competencies ◽  
Critical Issue ◽  
Interprofessional Learning ◽  
Team Meetings ◽  
Explicit Consideration ◽  
Professional Meeting ◽  
Learning Competencies

Background: Interprofessional learning is a key aspect of improving team-based healthcare. Core competencies for interprofessional education (IPE) activities have recently been developed, but there is a lack of guidance as to practical application. Methods and Findings: Cancer Forum is a weekly multi-professional meeting used as the case study for this report. Power was identified as a critical issue and six questions were identified as the basis for a structured reflection on the conduct of Cancer Forum. Results were then synthesised using Habermas’ delineation of learning as instrumental, normative, communicative, dramaturgical, and emancipatory. Power was a key issue in identified obstacles to inter professional learning. Leadership emerged as a cross-cutting theme and was added as a seventh question. The emancipatory potential of interprofessional learning benefited from explicit consideration of the meeting agenda to promote competencies of sharing role knowledge, teamwork and communication. Modelling of required skills fulfils a dramaturgical and normative role. Conclusions: The structured reflection tool highlighted the relationship between power and IPE competencies. It was essential to walk the walk as well as talk. The process followed provides a practical guide for using team meetings to promote interprofessional learning competencies and thereby improving patient care.

scholarly journals How does portfolio assess interprofessional learning of medical and midwifery students in community-based maternal and children health care

2019 ◽  
Vol 8 (3) ◽  
pp. 392
Author(s):  
Bulan Kakanita Hermasari ◽  
Gandes Retno Rahayu ◽  
Mora Claramita
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Interprofessional Education ◽  
Core Competencies ◽  
Interprofessional Learning ◽  
Children Health ◽  
Objective Evidence ◽  
Learning Competencies ◽  
Learning Plans ◽  
Student Reflections

Top-quality maternal health care requires midwifery and medical students to work together in multidisciplinary interprofessional education (IPE). Achieving IPE learning competencies requires interprofessional assessment methods; one such is portfolio. Study on portfolio as interprofessional assessment is limited. To evaluate interprofessional core competencies illustrated by IPE portfolios. A qualitative design using content analysis to evaluate portfolios of midwifery and medical students attending three weeks’ interprofessional learning in an Indonesian university. Sixty portfolios were analyzed for four IPE core competencies. Fifteen open-ended questionnaires were collected to confirm the data and further explore issues. Four interprofessional core competencies were illustrated in portfolios. While only three portfolios contained objective evidence of learning, over two-thirds of students could plan appropriate, concrete work based on interprofessional learning. The results indicate that the portfolio assesses interprofessional learning with student reflections that illustrate the achievement of four IPE core competencies. The validity of this competency achievement is also supported and confirmed by the evidence of learning and subsequent learning plans. Furthermore, portfolios also can encourage the students to prepare a concrete and appropriate work plan or study plan for students’ interprofessional learning.

scholarly journals Developing Clinical Faculty Understanding of Interprofessional Education: An Inter-institutional, Interprofessional Approach

2017 ◽  
Author(s):  
Debra Bierwas ◽  
Oaklee Rogers ◽  
Brenda Taubman ◽  
Lorie Kroneberger ◽  
Holly Carroll ◽  
...  
Keyword(s):  
Faculty Development ◽  
Professional Identity ◽  
Interprofessional Education ◽  
Core Competencies ◽  
Collaborative Practice ◽  
Clinical Faculty ◽  
Interprofessional Practice ◽  
Interprofessional Learning ◽  
Clinical Educators ◽  
Interprofessional Teaching

Introduction: The call for increasing interprofessional education requires institutional support for educators in the clinical environment. Innovative ideas, such as partnering with multiple universities and programs to facilitate an interprofessional workshop, have the opportunity to reach a broader group of clinical educators. The purpose of this study was to examine the attitude of healthcare professionals towards interprofessional learning, familiarity with concepts of interprofessional teaching, and interprofessional practice, and to examine the influence of an interprofessional faculty development workshop on participant familiarity with concepts of interprofessional teaching and learning. Methods: The occupational therapy, physical therapy, and physician assistant programs from two universities collaborated to implement an all-day inter-institutional, interprofessional clinical faculty development workshop. Community clinical educators who participated in the event were surveyed pre- and post-workshop to examine their attitude, readiness, and knowledge of interprofessional learning and teaching. Using the revised version of the Readiness of Interprofessional Learning Scale, the following subscales were measured and analyzed: 1) Teamwork and Collaboration, 2) Negative Professional Identity, 3) Positive Professional Identity, and 4) Roles and Responsibilities. Results: Forty-three participants representing six different healthcare professions completed pre- and post-course surveys. Forty-four percent reported participating in interprofessional education. Overall, the attendees reported the value of the workshop as a 4.6 on a 5.0 point Likert scale, with 5.0 being the highest rating. Self-reported familiarity of the fundamental concepts of interprofessional teaching, interprofessional practice, and interprofessional education improved up to 32% following participation in the workshop. The highest increase in familiarity was in the area of knowledge of interprofessional practice and education. Participants reported high levels of agreement about the value of teamwork, collaboration, and positive professional identity. Conclusion: Integrating the Core Competencies for Interprofessional Collaborative Practice into educational programs and clinical practice can facilitate improved understanding of professional roles and improved collaborative practice.

scholarly journals Four Approaches for Implementing Interprofessional Education

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 106-106
Keyword(s):  
Interprofessional Education ◽  
Core Competencies ◽  
Community Dwelling ◽  
Marketing Plan ◽  
State University ◽  
Wayne State University ◽  
Online Simulation ◽  
Improve Health

Abstract Using Microsoft Teams, the students from Psychology and marketing at Upper Iowa University, create a marketing plan focused on proposing a product or service targeting older adults. The Michigan LEND program, engages a minimum of 4 disciplines in practice online simulation approaches to respond to a case study. At Wayne State University and University of Detroit Mercy, during a zoom visit with community dwelling 50+ old adults, students from 9 disciplines collaborate on recommendations, referrals, and resources to improve health and/or quality of life. Marquette University students from 10 health professions participate in a series of four half-day workshops, designed in alignment with the Interprofessional Education Collaborative (IPEC) core competencies.

A Case Study Exploring a Multi-Disciplinary Collaborative Initiative to Use E-Learning to Meet the Professional Learning Needs of Health and Social Care Practitioners

2010 ◽  
pp. 286-300
Author(s):  
Karen Ousey ◽  
Stephen White
Keyword(s):  
Professional Learning ◽  
Social Care ◽  
Learning Needs ◽  
Interprofessional Learning ◽  
Face To Face ◽  
Development Stages ◽  
Health And Social Care ◽  
E Learning ◽  
Collaborative Initiative

This chapter explores the early development stages of an interactive interprofessional online learning package that updates and supports health and social care professionals who mentor students in practice settings. The package aims to present content that is relevant and useful to fourteen different disciplines accessing it. A benefit of online content is that learning can be undertaken when convenient for the mentor, 24 hours a day-7 days a week, with the facility to stop and restart as needed. Additionally the package is constructed so both individuals and groups can use it; this both meets a regulatory body’s requirement for having a face-to-face update every year, and provides support for interprofessional learning between mentors from different disciplines.

scholarly journals Interprofessional Education Through Case Study: Learners’ Attitudes on Interprofessional Education

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 853-854
Author(s):  
Anne Halli-Tierney ◽  
Rebecca Allen ◽  
Dana Carroll ◽  
Robert McKinney
Keyword(s):  
Interprofessional Education ◽  
Geriatric Patients ◽  
Group Discussion ◽  
Real Life ◽  
Case Discussion ◽  
Specific Knowledge ◽  
Interprofessional Learning ◽  
Care Plans ◽  
Time To Learn

Abstract Interprofessional education case sessions allow learners to apply discipline-specific knowledge to real-life scenarios through thorough facilitated discussion of a patient case. Our interprofessional case discussion was implemented for learners to develop care plans for complex geriatric patients; learners have intentional time to learn with, from and about each other’s roles in geriatric care. All learners receive the case and work through it from their discipline’s perspective, then join a facilitated group discussion to develop collaborative care plans. Participants were surveyed using the ICAS and qualitative comments about perceptions of interprofessional learning, and most interprofessional (medicine, pharmacy, psychology and social work) learners found the sessions to be educational. Themes emerging from qualitative analysis about what was most educational were “different professional approaches”, “professional roles”, “collaboration” and “problem solving”. Typically, learners were unable to identify “least educational” components to the activity. Overall feedback from learners aligns with the goals of interprofessional education. Part of a symposium sponsored by the Mental Health Practice and Aging Interest Group.

Service Learning in Interprofessional Education: A Case Study

2010 ◽  
Vol 24 (1) ◽  
pp. 44-50 ◽  
Author(s):  
Diane R. Bridges ◽  
Marc S. Abel ◽  
Jim Carlson ◽  
John Tomkowiak
Keyword(s):  
Service Learning ◽  
Interprofessional Education

scholarly journals Using Enterprise Architecture to Integrate Lean Manufacturing, Digitalization, and Sustainability: A Lean Enterprise Case Study in the Chemical Industry

2021 ◽  
Vol 13 (9) ◽  
pp. 4851
Author(s):  
Ming-Hui Liao ◽  
Chi-Tai Wang
Keyword(s):  
Chemical Industry ◽  
Lean Manufacturing ◽  
Enterprise Architecture ◽  
Raw Materials ◽  
Core Competencies ◽  
Sustainable Business ◽  
Business Transformation ◽  
Lean Enterprise ◽  
Architecture Framework

The chemical industry has sustained the development of global economies by providing an astonishing variety of products and services, while also consuming massive amounts of raw materials and energy. Chemical firms are currently under tremendous pressure to become lean enterprises capable of executing not only traditional lean manufacturing practices but also emerging competing strategies of digitalization and sustainability. All of these are core competencies required for chemical firms to compete and thrive in future markets. Unfortunately, reports of successful transformation are so rare among chemical firms that acquiring the details of these cases would seem an almost impossible mission. The severe lack of knowledge about these business transformations thus provided a strong motivation for this research. Using The Open Group Architecture Framework, we performed an in-depth study on a real business transformation occurring at a major international chemical corporation, extracting the architecture framework possibly adopted by this firm to become a lean enterprise. This comprehensive case study resulted in two major contributions to the field of sustainable business transformation: (1) a custom lean enterprise architecture framework applicable to common chemical firms making a similar transformation, and (2) a lean enterprise model developed to assist chemical firms in comprehending the intricate and complicated dynamics between lean manufacturing, digitalization, and sustainability.

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