scholarly journals The Integral Role of Organisational Governance in Promoting Interprofessional Education in Rural Settings

2021 ◽  
Vol 18 (6) ◽  
pp. 3041
Author(s):  
Priya Martin ◽  
Monica Moran ◽  
Nicky Graham ◽  
Anne Hill
Keyword(s):  
Focus Group ◽  
Clinical Education ◽  
Interprofessional Education ◽  
Group Process ◽  
Advisory Group ◽  
Group Discussions ◽  
Similar Work ◽  
Integral Role ◽  
Group Functions ◽  
High Level

One of the key challenges with implementing and sustaining interprofessional education initiatives is the lack of governance structures and processes to guide them. This case study presents a process evaluation of an intersectoral advisory group that facilitated a novel interprofessional clinical education model in rural health settings in the state of Queensland, Australia. The group consisted of health and academic partners to guide the implementation and promote sustainability of this new model. The advisory group process was evaluated mid-way and at conclusion of the group functions, using focus group discussions. The focus group audio recordings were transcribed verbatim and subjected to inductive content analysis. Categories were developed for reporting. Three broad categories were identified: Characteristics of the group, functions of the group and multifaceted communication within the group and between sectors. By identifying and mapping the processes used by a strategic, high-level intersectoral advisory group consisting of members from the health and academic fields, key recommendations have been formulated to guide similar work in the future.

scholarly journals A mixed methods approach to determine the climate of interprofessional education among medical and health sciences students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nabil Sulaiman ◽  
Youssef Rishmawy ◽  
Amal Hussein ◽  
Maha Saber-Ayad ◽  
Hamzah Alzubaidi ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Focus Group ◽  
Patient Care ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Study Cohort ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Positive Attitudes ◽  
Health Sciences Students

Abstract Background High-quality patient care is a complex phenomenon that requires collaboration among healthcare professionals. Research has shown that Interprofessional Education (IPE) carries promise to improve collaborative work and patient care. So far, collaboration among various health professionals remains a challenge. Very few focus group discussions to determine the medical students’ readiness and positive attitudes towards IPE have been reported from the Arabian context. Methods A two-staged sequential mixed methods study was conducted among medical, dental, pharmacy, and health sciences students of the University of Sharjah United Arab Emirates. The perspectives of students toward IPE and collaborative practice were first gathered by administering a validated instrument, Readiness for Interprofessional Learning Scale (RIPLS). This was followed by focused group discussions. A quantitative as well as a qualitative data analysis was performed. Results This study cohort included 282 students. All respondents showed readiness to adopt IPE as all statements of the RIPLS inventory scored high median scores. All participants showed positive attitudes and readiness towards IPE. Three main domains of themes were generated from focus group discussions; prior knowledge, need for IPE framework and its implementation. Information workload, lack of clarity and less focused teaching pedagogies of IPE were considered as perceived barriers. Conclusion This study demonstrated a substantial agreement of medical and health sciences students towards readiness and perceived effectiveness of IPE. Educators are urged to embed new IPE programs into existing curricular frameworks, which can potentially enhance collaborative learning and improve quality of patient care.

scholarly journals Care Across Campus: Athletic Training, Nursing, and Occupational Therapy Student Experiences in an Interprofessional Simulation

2018 ◽  
Vol 13 (4) ◽  
pp. 332-339 ◽  
Author(s):  
Briyana L. M. Morrell ◽  
Alison M. Nichols ◽  
Craig A. Voll ◽  
Kathleen E. Hetzler ◽  
Jane Toon ◽  
...  
Keyword(s):  
Health Care ◽  
Focus Group ◽  
Occupational Therapy ◽  
Focus Groups ◽  
Athletic Training ◽  
Interprofessional Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Occupational Therapy Students ◽  
Positive Attitudes

Context: This study explored health care students' experiences after participation in an interprofessional simulation. Interprofessional education incorporates students from several health care professions in a controlled, collaborative learning environment. Athletic training students are not well represented in interprofessional education literature. Objective: This study sought to explore the attitudes of athletic training, nursing, and occupational therapy students toward other professions after their participation in an interprofessional simulation. Design: This article describes the results of the qualitative portion of a mixed-methods study. Focus group discussions related to elements of the Interprofessional Attitude Scale to explore participants' attitudes toward other professions. Researchers analyzed transcribed focus group discussions for themes. Setting: This study occurred in a private midsized Midwestern university. Patients or Other Participants: Seventy-nine students, representing athletic training, nursing, and occupational therapy, participated in the simulation; a sample of 13 of these participated in the focus groups. Intervention(s): Students in all professions cared for or observed the care of a standardized patient from the time of a spinal cord injury on the football field through an ambulance ride and subsequent emergency and inpatient care. Students collaborated and communicated with one another. Faculty conducted debriefing after the simulation and before the focus groups. Main Outcome Measure(s): Focus groups included relevant questions from the Interprofessional Attitudes Scale, and themes were identified from participants' responses. Results: Researchers identified 4 themes from the focus group discussions: collaboration, respect, knowledge of other professions, and communication. These themes also mirror elements of the Interprofessional Education Collaborative's core competencies of interprofessional collaborative practice. Conclusions: After the simulation, students expressed positive attitudes toward other professions. This study suggests that athletic training, nursing, and occupational therapy students have positive attitudes toward each other's professions after an interprofessional simulation activity.

scholarly journals Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator?

2020 ◽  
Author(s):  
Shamara Nadarajah ◽  
Arden Azim ◽  
Derya Uzelli Yılmaz ◽  
Matthew Sibbald
Keyword(s):  
Individual Differences ◽  
Focus Group ◽  
Interprofessional Education ◽  
Mixed Methods Study ◽  
Safe Space ◽  
Word Count ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Physician Assistant Students ◽  
Prior Experiences

Abstract Background: Use of jargon and complex healthcare terminology is a potential barrier to interprofessional education (IPE). Healthcare terminology can be separated into two categories: inclusive terminology shared amongst professions, and exclusive terminology unique to one profession. We sought to understand how terminology is perceived by junior learners in an IPE setting.Methods: We conducted a mixed methods study involving medical, nursing, and physician assistant students attending IPE simulation workshops. Students reviewed scenarios used in the workshops and identified terminology they considered “inclusive” or “exclusive”. Then, students participated in focus group discussions surrounding attitudes/perceptions towards healthcare terminology.Results: 23 students analyzed 14 cases, identifying on average 21 terms per case as healthcare terminology (29% of overall word count). Of the 290 terms identified, 113 terms were classified as healthcare terminology, 46 as inclusive and 17 as exclusive by >50% of participants. Analysis of focus group transcripts revealed 4 themes: abbreviations were commonly perceived as complex terminology, unfamiliarity with terminology was often attributed to being early in training even if exclusive, simulation was considered a safe space for learning, and learning terminology was a valued objective in early IPE.Conclusions: Students perceive a lot of healthcare terminology in learning materials, which is recognized as a valuable learning objective in their early IPE experiences, but also a challenge. Categorization of healthcare language is inconsistent among students and may reflect individual differences in prior experiences. Overall, healthcare terminology is a valued desirable difficulty among junior learners, and should not be avoided in IPE.

scholarly journals Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator?

2020 ◽  
Author(s):  
Shamara Nadarajah ◽  
Arden Azim ◽  
Derya Uzelli Yılmaz ◽  
Matthew Sibbald
Keyword(s):  
Individual Differences ◽  
Focus Group ◽  
Interprofessional Education ◽  
Mixed Methods Study ◽  
Safe Space ◽  
Word Count ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Physician Assistant Students ◽  
Prior Experiences

Abstract Background Use of jargon and complex healthcare terminology is a potential barrier to interprofessional education (IPE). Healthcare terminology can be separated into two categories: inclusive terminology shared amongst professions, and exclusive terminology unique to one profession. We sought to understand how complex terminology is perceived by junior learners in an IPE setting. Methods We conducted a mixed methods study involving medical, nursing, and physician assistant students attending IPE simulation workshops. Students reviewed scenarios used in the workshops and identified terminology they considered “inclusive” or “exclusive”. Then, students participated in focus group discussions surrounding attitudes/perceptions towards healthcare terminology. Results 23 students analyzed 14 cases, identifying on average 21 terms per case as healthcare terminology (29% of overall word count). Of the 290 terms identified, 113 terms were classified as healthcare terminology, 46 as inclusive and 17 as exclusive by > 50% of participants. Analysis of focus group transcripts revealed 4 themes: abbreviations were commonly perceived as complex terminology, unfamiliarity with terminology was often attributed to being early in training even if exclusive, simulation was considered a safe space for learning, and learning terminology was a valued objective in early IPE. Conclusions Students perceive a lot of healthcare terminology in learning materials, which is recognized as a valuable learning objective in their early IPE experiences, but also a challenge. Categorization of healthcare language is inconsistent among students and may reflect individual differences in prior experiences. Overall, healthcare terminology is a valued desirable difficulty among junior learners, and should not be avoided in IPE.

scholarly journals Australian Clinician’s Views on Interprofessional Education for Students in the Rural Clinical Setting

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Elisabeth Jacob ◽  
Tony Barnett ◽  
Karen Missen ◽  
Merylin Cross ◽  
Lorraine Walker
Keyword(s):  
Clinical Education ◽  
Interprofessional Education ◽  
Ad Hoc ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Careful Planning ◽  
Team Members ◽  
Common Goals ◽  
Untapped Resource ◽  
Structured Questionnaire

AbstractBackground: Collaboration between education providers and clinical agencies to develop models that facilitate cross-disciplinary clinical education for students is essential to produce work-ready graduates.Methods and Findings: This exploratory study investigated the perceptions of and opportunities for interprofessional education (IPE) from the perspectives of 57 clinical staff from three regional/rural health services across Victoria, Australia. Data were collected through a semi-structured questionnaire, interviews, and focus group discussions with staff from 15 disciplinary groups who were responsible for clinical education. Although different views emerged on what IPE entailed, it was perceived by most clinicians to be valuable for students in enhancing teamwork, improving the understanding of roles and functions of team members, and facilitating common goals for patient care. While benefits of IPE could be articulated by clinicians, student engagement with IPE in clinical areas appeared to be limited, largely ad hoc, and opportunistic. Barriers to IPE included: timing of students’ placements, planning and coordination of activities, resource availability, and current regulatory and education provider requirements.Conclusions: Without the necessary resources and careful planning and coordination, the integration of IPE as a part of students’ clinical placement experience will remain a largely untapped resource.

scholarly journals Towards the ASEAN Community: Assessing the Knowledge, Attitudes, and Aspirations of Thai University Students

2016 ◽  
Vol 35 (2) ◽  
pp. 113-147
Author(s):  
Pinn Siraprapasiri ◽  
Chanintira na Thalang
Keyword(s):  
Focus Group ◽  
University Students ◽  
Informal Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Asean Member ◽  
Positive Attitudes ◽  
Level Of Knowledge ◽  
High Level ◽  
Thai University

This article assesses the knowledge of, attitudes towards, and aspirations for ASEAN among Thai university students, who are set to enter the ASEAN Community labour market and are among those most in touch with ASEAN issues. It uses data obtained from a countrywide survey and focus group discussions to identify variables that affect knowledge, attitudes, and aspirations and to explore the relationships between knowledge, attitudes, and aspirations. The quantitative analysis conducted here uses students’ fields of study, academic performance, and exposure to both ASEAN-related courses and also information and discussions about ASEAN in the mass media and public forums as predictors of their level of knowledge about ASEAN. The paper's results confirm that positive attitudes towards ASEAN lead to positive aspirations for ASEAN. They also reveal that significant knowledge about ASEAN cannot, in isolation, adequately explain students’ attitudes towards ASEAN and does not always lead to positive attitudes. These findings and those obtained from the focus group discussions suggest that a high level of knowledge and understanding of fellow ASEAN member countries and their people – whether attained through formal or informal education or social interaction – is needed for students to develop positive attitudes and become aspiring members of the ASEAN Community.

scholarly journals Talking the talk in junior interprofessional education: is healthcare terminology a barrier or facilitator?

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Shamara Nadarajah ◽  
Arden Azim ◽  
Derya Uzelli Yılmaz ◽  
Matthew Sibbald
Keyword(s):  
Focus Group ◽  
Interprofessional Education ◽  
Online Survey ◽  
Mixed Methods Study ◽  
Word Count ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Physician Assistant Students ◽  
Simulation Based ◽  
Survey Responses

Abstract Background Use of healthcare terminology is a potential barrier to interprofessional education (IPE). This study describes how junior learners perceive and classify healthcare terminology in IPE settings. Methods We conducted a mixed methods study involving 29 medical, 14 nursing, and 2 physician assistant students who had previously attended or were registered to participate in educational activities at McMaster University’s Centre for Simulation-Based Learning. 23 participants identified “inclusive” or “exclusive” terminology in a series of scenarios used for IPE workshops using an online survey. We collated lists of “inclusive” and “exclusive” terminology from survey responses, and characterized the frequencies of included words. 22 students participated in focus group discussions on attitudes and perceptions around healthcare terminology after attending IPE workshops. We identified themes through an iterative direct content analysis of verbatim transcripts. Results Students analyzed 14 cases, identifying on average 21 terms per case as healthcare terminology (28% of overall word count). Of the 290 terms identified, 113 terms were classified as healthcare terminology, 46 as inclusive and 17 as exclusive by > 50% of participants. Analysis of focus group transcripts revealed 4 themes: abbreviations were commonly perceived as complex terminology, lack of familiarity with terminology was often attributed to inexperience, simulation was considered a safe space for learning terminology, and learning terminology was a valued IPE objective. Conclusions While students perceive a lot of healthcare terminology in IPE learning materials, categorization of terminology as “inclusive” or “exclusive” is inconsistent. Moreover, healthcare terminology is perceived as a desirable difficulty among junior learners, and should not be avoided in IPE.

scholarly journals The Synthesis of a Model of Problem-Based Learning With the Gamification Concept to Enhance the Problem-Solving Skills for High Vocational Certificate

2021 ◽  
Vol 16 (14) ◽  
pp. 4
Author(s):  
Ratchapol Kladchuen ◽  
Jiraphan Srisomphan
Keyword(s):  
Problem Solving ◽  
Focus Group ◽  
Learning Styles ◽  
Group Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Vocational Students ◽  
Problem Solving Skills ◽  
Skill Sets ◽  
High Level

Work in the 21st century places an emphasis on the analytical and problem-solving skills of employees as well as on new adaptability knowledge. Education nowadays needs workers to help develop the skill sets that are necessary for both working and living. This research used synthesis and evaluated formats that would be suitable to the learning model. The problematic base skills together with the gamification concept for strengthening problem-solving skills were utilized with high-level vocational students. The researchers found that the style of learning gained by synthesis emphasizes students’ problem-solving in various situations, stimulating and motivating them by using gamification. It involved learning and solving problems using seven steps in the teaching process including: 1) Problem, 2) Analysis, 3) Discovery, 4) Experiment, 5) Presentation, 6) Quest, and 7) Competition. The researchers also concluded that the evaluation of the suitability of the learning model by nine experts with a focus group process was found to be most appropriate. In addition, it identified learning styles that can be applied to teaching and learning appropriately.

scholarly journals Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator?

2020 ◽  
Author(s):  
Shamara Nadarajah ◽  
Arden Azim ◽  
Derya Uzelli Yılmaz ◽  
Matthew Sibbald
Keyword(s):  
Individual Differences ◽  
Focus Group ◽  
Interprofessional Education ◽  
Mixed Methods Study ◽  
Safe Space ◽  
Word Count ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Physician Assistant Students ◽  
Prior Experiences

Abstract Background: Use of jargon and complex healthcare terminology is a potential barrier to interprofessional education (IPE). Healthcare terminology can be separated into two categories: inclusive terminology shared amongst professions, and exclusive terminology unique to one profession. We sought to understand how terminology is perceived by junior learners in an IPE setting.Methods: We conducted a mixed methods study involving medical, nursing, and physician assistant students attending IPE simulation workshops. Students reviewed scenarios used in the workshops and identified terminology they considered “inclusive” or “exclusive”. Then, students participated in focus group discussions surrounding attitudes/perceptions towards healthcare terminology.Results: 23 students analyzed 14 cases, identifying on average 21 terms per case as healthcare terminology (29% of overall word count). Of the 290 terms identified, 113 terms were classified as healthcare terminology, 46 as inclusive and 17 as exclusive by >50% of participants. Analysis of focus group transcripts revealed 4 themes: abbreviations were commonly perceived as complex terminology, unfamiliarity with terminology was often attributed to being early in training even if exclusive, simulation was considered a safe space for learning, and learning terminology was a valued objective in early IPE.Conclusions: Students perceive a lot of healthcare terminology in learning materials, which is recognized as a valuable learning objective in their early IPE experiences, but also a challenge. Categorization of healthcare language is inconsistent among students and may reflect individual differences in prior experiences. Overall, healthcare terminology is a valued desirable difficulty among junior learners, and should not be avoided in IPE.

BUILDING THE COMMUNICATIVE CULTURE OF MP’S TEAMS AND THE COMMUNITIES

2021 ◽  
Vol 4 ◽  
pp. 160-170
Author(s):  
Oleksandr Neprytskyi ◽  
Tetyana Neprytska ◽  
Larysa Kyyenko-Romaniuk ◽  
Tetyana Melnychuk ◽  
Volodymyr Zayachkovskyi
Keyword(s):  
Focus Group ◽  
Communication Channels ◽  
Information Analysis ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
The Public ◽  
Focus Group Research ◽  
Group Research ◽  
Analysis And Synthesis ◽  
High Level

The article studies the issue of establishment of efficient and sustainable communication between a community and an MP and his/her team. Based on the results of focus group discussions, the authors determine and describe the main problems and gaps that exist in parliamentary education of the general public as well as MPs and their teams and outlines the competences and tools necessary for making this communication efficient and mutually beneficial. The aim of the research is to determine the content and methods of the communicative component of parliamentary education for communities and MP’s teams. The methods used include focus group research (to collect the date regarding the mood, views and attitudes of the public and the MPs and their teams); information analysis and synthesis (to structure the collected data and draw conclusions from it). The study showed a considerable lack on behalf of the public to participate in building the communication, a high level of incompetence on both sides that derives from the lack of systemic parliamentary education and the need to systemically use the same communication channels in order to ensure effective and sustainable interaction of the public with the elected officials. 

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