scholarly journals A Regional Campus Approach to Interprofessional Education for Healthcare Students

2019 ◽  
Vol 2 (4) ◽  
Author(s):  
Angel Holland ◽  
Audra Butler ◽  
Pearl McElfish ◽  
Jonell Hudson ◽  
Leslie Jordan ◽  
...  
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Learning Experiences ◽  
Limited Resources ◽  
Student Needs ◽  
Regional Campuses ◽  
Innovative Solutions ◽  
Regional Medical ◽  
Regional Campus

The purpose of this report is to describe and discuss the development and implementation of an interprofessional educational (IPE) program for students on a regional medical campus. IPE is important in training the next generation of health care professionals. Regional medical campuses often have reduced IPE activities due to limited resources and their distance from their main campuses. However, regional campuses can also provide opportunities for innovative solutions to provide IPE learning experiences. This article demonstrated how one regional campus created innovative opportunities to meet student needs.

scholarly journals Empowering Health Care Professionals: An Interprofessional Education Model Implementation and Evaluation

2019 ◽  
Author(s):  
Jessica Shank Coviello
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
The United States ◽  
Healthcare Systems ◽  
World Health ◽  
Institute Of Medicine ◽  
Care Needs ◽  
Ensure Patient Safety

In 2016, the Institute of Medicine (IOM) reported medical error as the 3rd leading cause of death in healthcare systems in the United States. Effective communication of patient care needs across healthcare disciplines is critical to ensure patient safety, quality of care, and to improve operational efficiencies in healthcare systems. Ineffective collaboration and communication among healthcare professionals within the procedural areas increases the potential of harm as a patient moves from one healthcare professional to another. Health care systems are thus encouraged to train employees with a focus on interprofessional education (IPE) and collaborative practice. IOM and World Health Organization (WHO) recommend the use of IPE to help improve communication and collaboration. However the current educational structure in many institutions does not include IPE. As such, healthcare professionals work in silos, with little or no collaboration with one another, which may result in service duplication, increased service cost, and poor health outcomes for patients.

scholarly journals Establishing Regional Medical Campuses to Ensure Comparable Experiences: Recommendations From a Narrative Review

2020 ◽  
Vol 7 ◽  
pp. 238212052093661
Author(s):  
Julie S Byerley ◽  
Johanna H Foster ◽  
Gary L Beck Dallaghan
Keyword(s):  
Medical Schools ◽  
Narrative Review ◽  
Building Relationships ◽  
Regional Campuses ◽  
Branch Campuses ◽  
Relevant Evidence ◽  
Regional Medical ◽  
Regional Campus ◽  
Full Text Review ◽  
Medical Librarian

Background: Given increasing class sizes and desires to keep costs down, many medical schools are developing regional clinical campuses. We found our regional campus system to be very successful in allowing class size expansion, inspiring a workforce for the state, and concurrently allowing our students to individualize their experience. We desire to articulate our experience, with a review of the relevant evidence, with the goal of assisting other medical schools in their efforts to develop regional medical campuses. Methods: We conducted a narrative literature review to identify considerations for developing regional campuses, taking into consideration our experiences in the process. A medical librarian undertook a literature search for the purposes of this narrative review. Results: Of the 61 articles identified, 14 were included for full-text review. Five facets on branch campus development were identified: relationships, infrastructure, curriculum, recruitment, and accreditation. Within each of these facets we provide further details based on findings from the literature complemented by our experience. Conclusions: Launching a regional campus requires building relationships with clinical partners, ensuring an infrastructure that supports student need and accreditation, comparable curriculum with the same objectives and assessment measures, and aspects of the experience that inspire a student desire to learn in that setting. We share our experience in building successful branch campuses, which have added significantly to our large public school of medicine and its service to our state.

Improving diagnosis by improving education: a policy brief on education in healthcare professions

Diagnosis ◽  
2018 ◽  
Vol 5 (3) ◽  
pp. 107-118 ◽  
Author(s):  
Mark L. Graber ◽  
Joseph Rencic ◽  
Diana Rusz ◽  
Frank Papa ◽  
Pat Croskerry ◽  
...  
Keyword(s):  
Health Care ◽  
Clinical Reasoning ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Safety Concern ◽  
Diagnostic Error ◽  
Education And Training ◽  
Diagnostic Process ◽  
Specific Content ◽  
And Training

Abstract Diagnostic error is increasingly recognized as a major patient safety concern. Efforts to improve diagnosis have largely focused on safety and quality improvement initiatives that patients, providers, and health care organizations can take to improve the diagnostic process and its outcomes. This educational policy brief presents an alternative strategy for improving diagnosis, centered on future healthcare providers, to improve the education and training of clinicians in every health care profession. The hypothesis is that we can improve diagnosis by improving education. A literature search was first conducted to understand the relationship of education and training to diagnosis and diagnostic error in different health care professions. Based on the findings from this search we present the justification for focusing on education and training, recommendations for specific content that should be incorporated to improve diagnosis, and recommendations on educational approaches that should be used. Using an iterative, consensus-based process, we then developed a driver diagram that categorizes the key content into five areas. Learners should: 1) Acquire and effectively use a relevant knowledge base, 2) Optimize clinical reasoning to reduce cognitive error, 3) Understand system-related aspects of care, 4) Effectively engage patients and the diagnostic team, and 5) Acquire appropriate perspectives and attitudes about diagnosis. These domains echo recommendations in the National Academy of Medicine’s report Improving Diagnosis in Health Care. The National Academy report suggests that true interprofessional education and training, incorporating recent advances in understanding diagnostic error, and improving clinical reasoning and other aspects of education, can ultimately improve diagnosis by improving the knowledge, skills, and attitudes of all health care professionals.

Communication, Respect, and Leadership: Interprofessional Collaboration in Hospitals of Rural Ontario

2014 ◽  
Vol 75 (4) ◽  
pp. 173-179 ◽  
Author(s):  
Diane Morris ◽  
June Matthews
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Comparative Method ◽  
Rural Hospitals ◽  
Interprofessional Practice ◽  
Interprofessional Teams ◽  
Northern Areas ◽  
Constant Comparative Method

Purpose: Health care professionals are expected to work collaboratively across diverse settings. In rural hospitals, these professionals face different challenges from their urban colleagues; however, little is known about interprofessional practice in these settings. Methods: Eleven health care professionals from 2 rural interprofessional teams were interviewed about collaborative practice. The data were analyzed using a constant comparative method. Results: Common themes included communication, respect, leadership, benefits of interprofessional teams, and the assets and challenges of working in small or rural hospitals. Differences between the cases were apparent in how the members conceptualized their teams, models of which were then compared with an “Ideal Interprofessional Team”. Conclusions: These results suggest that many experienced health care professionals function well in interprofessional teams; yet, they did not likely receive much education about interprofessional practice in their training. Providing interprofessional education to new practitioners may help them to establish this approach early in their careers and build on it with additional experience. Finally, these findings can be applied to address concerns that have arisen from other reports by exploring innovative ways to attract health professionals to communities in rural, remote, and northern areas, as there is a constant need for dietitians and other health care professionals in these practice settings.

Effects of an Interprofessional Project on Students' Perspectives on Interprofessional Education and Knowledge of Health Disciplines

2016 ◽  
Vol 11 (4) ◽  
pp. 189-193 ◽  
Author(s):  
Lisa S. Jutte ◽  
Fredrick R. Browne ◽  
Marie Reynolds
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Professional Education ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Basic Knowledge ◽  
Health Administration ◽  
Cross Sectional Survey ◽  
Future Health ◽  
Health Care Professions

Context: Interprofessional education (IPE) is encouraged in health care education in the hope that it will improve communication among future health care professionals. In response, health professional education programs are developing IPE curricula. Objective: To determine if a multicourse interprofessional (IP) project impacted students' knowledge and views on other health care professions, as well as their attitudes toward IPE. Design: Cross-sectional survey. Setting: Four university classrooms. Patients or Other Participants: Eighty-one undergraduate students (32 men, 49 women) from 4 introductory courses (2 athletic training sections, 41 students; 1 health administration section, 19 students; and 1 nursing section, 21 students) participated in 2 surveys and an IP project. Main Outcome Measure(s): Participants completed a modified Readiness for Interprofessional Learning Scale (RIPLS) questionnaire. The faculty assigned students to an IP group with representation from each discipline. Groups were instructed to produce a presentation on an assigned health care profession. After completing the project, students completed the same modified RIPLS questionnaire. Means and frequency were calculated. Quantitative data were analyzed with analysis of variance followed by Tukey post hoc testing when appropriate. Results: After the IP project, students from all disciplines reported an increased knowledge regarding nursing, health administration, athletic training, and other health care professions in general and how their discipline differed from other health care disciplines. All students agreed that they should practice communication with other health care disciplines. Other perceptions related to IPE did not change. Conclusions: Undergraduate athletic training, health administration, and nursing students who completed an IP project reportedly increased their knowledge of health care disciplines and increased their appreciation for practicing communication among health care disciplines. Future studies should assess how increasing basic knowledge of health care professions may impact the integration of advanced IPE concepts later in one's professional education.

scholarly journals A Regional Campus Approach to Culinary Medicine for Interprofessional Students

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Angel Holland ◽  
Jonell Hudson ◽  
Lauren Haggard-Duff ◽  
Christopher Long ◽  
Linda Worley ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Qualitative Data ◽  
Local Community ◽  
Learning Experience ◽  
Skills Training ◽  
Case Scenario ◽  
Culinary Medicine ◽  
Regional Medical ◽  
Regional Campus ◽  
Imaging Science

Purpose The purpose of this report is to describe and discuss an innovative culinary medicine interprofessional student educational project through collaboration with community partners.     Method After adapting the culinary medicine program to meet interprofessional education requirements, students from interprofessional graduate healthcare programs on a regional medical campus participated in a culinary medicine active learning experience utilizing the Goldring© curriculum.  For this project, students completed assigned readings prior to the hands-on culinary experience which utilized a patient case scenario and an educational debrief.  Anonymous post-survey quantitative and qualitative data was collected to determine the students’ opinions of the learning experience and the application of the information learned for patient care.   Results Thirty-three students from medicine, pharmacy, physical therapy, nursing, radiologic imaging science, and genetic counseling participated.  The project consisted of three separate events, entailing the same learning experience.  The students reported the learning experience to be highly valuable.  Qualitative data analysis revealed three general themes:  1) the novelty of the information learned, 2) the relevance of the information for patients from the perspective of all disciplines represented in the learning experience, and 3) the value of teamwork.    Conclusions Collaboration with a local community culinary arts school provided a unique and innovative learning opportunity for regional campus healthcare students.  The focus of the culinary medicine learning experience to include interprofessional students created a rich learning environment allowing students to learn from, with, and about other healthcare disciplines in addition to practical application of culinary medicine.  The culinary medicine program’s combination of didactic and culinary skills training was well received by students. Students had a positive response to the curriculum and experience stating that they learned information that they were excited to implement with their patients.  To our knowledge UAMS Northwest Regional Campus is the first to implement culinary medicine curriculum with IPE requirements, and it is the first regional medical campus to implement the Goldring© curriculum.

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).

scholarly journals Editor's Note

2018 ◽  
Vol 1 (3) ◽  
Author(s):  
Alan Johns
Keyword(s):  
Lessons Learned ◽  
Washington Dc ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Regional Campuses ◽  
Regional Medical ◽  
Regional Campus ◽  
The University

We are happy to publish our third issue of the Journal of Regional Medical Campuses. The response we have received has been excellent, both in numbers and quality of submissions. Our editorial board continues to meet regularly to discuss suggestions from our readers and future plans. Please continue to pass the word of our journal to your colleagues on our regional campuses.   I would like to acknowledge the article “Lessons learned through a partnership with Marshallese faith-based organizations to screen for hypertension and diabetes” by Dr. Pearl McElfish from the University of Arkansas for Medical Sciences Northwest Regional Campus. The program she describes was the winner of the 2017 AAMC Regional Medical Campus Star of Community Achievement Award. This award was presented at the GRMC Spring meeting in Washington, DC.   Alan Johns, MD, MEd Co-Editor, Journal of Regional Medical Campuses

scholarly journals Education of non-expert health care professionals regarding pediatric sexual assault protocols

2018 ◽  
Vol 4 (1) ◽  
pp. 25-34
Author(s):  
Talia Goldberg ◽  
Jeremy Chad ◽  
Jennifer Keeler
Keyword(s):  
Health Care ◽  
Domestic Violence ◽  
Sexual Assault ◽  
Health Care Workers ◽  
Health Care Professionals ◽  
Educational Resource ◽  
Evidence Based ◽  
Red Flags ◽  
Care Workers ◽  
Regional Medical

RATIONALE: Many health care professionals are unaware of evidence-based protocols for management of pediatric sexual assault. This leads to redundant questioning and physical examination. Health care workers must recognize red flags and know basic protocols for management. OBJECTIVE: To create an educational resource for Chantel’s Place, the Peel Regional medical and forensic clinic for domestic violence and sexual assault, that improves knowledge among non-expert health care professionals regarding pediatric sexual assault protocols. METHODS: A seminar was created using information gathered from manuscripts, clinician interviews, and case reviews. One presentation was created for an interprofessionalhealth care audience and another was created for emergency room staff

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