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 Evaluation of an Interprofessional Problem-based Learning Module on Care of Persons Living with HIV/AIDS

2010 ◽  
Vol 1 (2) ◽  
Author(s):  
Marcel D'Eon ◽  
Peggy Proctor ◽  
Jane Cassidy ◽  
Nora McKee ◽  
Krista Trinder
Keyword(s):  
Student Satisfaction ◽  
Interprofessional Education ◽  
Large Scale ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Great Promise ◽  
Persons Living With Hiv ◽  
Post Test ◽  
Hiv Aids

Background: Interprofessional education (IPE) holds great promise in continuing to reform the management of complex chronic conditions such as HIV/AIDS, and Problem-based Learning (PBL) is a suitable format for IPE. This study aimed to evaluate the effectiveness of a large scale, compulsory interprofessional PBL module on HIV/AIDS education. In 2004, 30 physical therapy and 30 medical students at the University of Saskatchewan engaged in the HIV/AIDS PBL module. By 2007 over 300 students from seven healthcare programs were involved.Methods and Findings: The module was evaluated over the years using student satisfaction surveys, focus groups, self-assessments, and in 2007 with written pretest/post-tests. Students rated the learning experience about both HIV/AIDS and about interprofessional collaboration, at 4 or 5 out of 6 and effect sizes fell between d = .70 and 3.19. That only one pre-test/post-test study was conducted at a single institution is one of the limitations of this study.Conclusions: Students generally thought highly of the interprofessional PBL module on HIV/AIDS and learned a considerable amount. Although more research is needed to substantiate the self-assessment data, establish what and how much is being learned, and compare PBL to alternative methodologies, PBL is a promising approach to IPE.

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.

Advancing medical education: connecting interprofessional collaboration and education opportunities with integrative medicine initiatives to build shared learning

2016 ◽  
Vol 13 (4) ◽  
Author(s):  
Kate Templeman ◽  
Anske Robinson ◽  
Lisa McKenna
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Patient Care ◽  
Integrative Medicine ◽  
Interprofessional Education ◽  
Medical Curriculum ◽  
Interprofessional Collaboration ◽  
Healthcare Team ◽  
Structured Interviews ◽  
Grounded Theory Method

AbstractBackgroundImproved teamwork between conventional and complementary medicine (CM) practitioners is indicated to achieve effective healthcare. However, little is known about interprofessional collaboration and education in the context of integrative medicine (IM).MethodsThis paper reports the findings from a constructivist-grounded theory method study that explored and highlighted Australian medical students’ experiences and opportunities for linking interprofessional collaboration and learning in the context of IM. Following ethical approval, in-depth semi-structured interviews were conducted with 30 medical students from 10 medical education faculties across Australian universities.ResultsMedical students recognised the importance of interprofessional teamwork between general medical practitioners and CM professionals in patient care and described perspectives of shared responsibilities, profession-specific responsibilities, and collaborative approaches within IM. While students identified that limited interprofessional collaboration currently occurred in the medical curriculum, interprofessional education was considered a means of increasing communication and collaboration between healthcare professionals, helping coordinate effective patient care, and understanding each healthcare team members’ professional role and value.ConclusionsThe findings suggest that medical curricula should include opportunities for medical students to develop required skills, behaviours, and attitudes for interprofessional collaboration and interprofessional education within the context of IM. While this is a qualitative study that reflects theoretical saturation from a selected cohort of medical students, the results also point to the importance of including CM professionals within interprofessional collaboration, thus contributing to more person-centred care.

scholarly journals Promoting Interprofessional Collaboration: A Pilot Project Using Simulation in the Virtual World of Second Life

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Deborah Lee Davis ◽  
Gylo Hercelinskyj ◽  
Lynette M. Jackson
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
Opportunity To Learn ◽  
Pilot Project ◽  
Structured Interview ◽  
Learning And Teaching

Background: Contemporary health services increasingly call for teamwork and interprofessional collaboration, though undergraduate curricula provide few opportunities for students to develop the necessary skills. This article presents the results of an innovative pilot project focusing on providing an interprofessional clinical learning experience for students using the virtual world of Second Life.Methods and Findings: A pilot project was implemented and tested on a small group of students studying at two institutions in four healthcare programs. Qualitative descriptive methods were employed to analyze semi-structured interview transcripts. The evaluation revealed that participants were easily able to manage the technologies associated with Second Life and the learning and teaching strategies were engaging and useful. While the project provided students with an opportunity to learn more about the role of other health professionals and their contribution to patient care, it will require some development before it achieves in full the aim to promote interprofessional collaboration. Conclusions: Simulation in virtual worlds such as Second Life offers promise in the area of interprofessional education.

scholarly journals Interprofessional Education and Collaboration in Healthcare: An Exploratory Study of the Perspectives of Medical Students in the United States

Healthcare ◽  
2019 ◽  
Vol 7 (4) ◽  
pp. 117 ◽  
Author(s):  
Sunitha Zechariah ◽  
Benjamin E. Ansa ◽  
Stephanie W. Johnson ◽  
Amy M. Gates ◽  
Gianluca De Leo
Keyword(s):  
Medical Students ◽  
Interprofessional Education ◽  
Online Survey ◽  
Interprofessional Collaboration ◽  
Healthcare Providers ◽  
Opportunity To Learn ◽  
The United States ◽  
Working Environment ◽  
Prior Exposure ◽  
Clinical Case Studies

Qualified and competent healthcare professionals working in a collaborative team environment is a prerequisite for high quality patient care. In order to be successful in the healthcare working environment, medical students need to be exposed to interprofessional learning early in their education. A single stage online survey was administered to medical students to evaluate their attitudes and perceptions of interprofessional education (IPE) and whether prior exposure to IPE increased their appreciation for interprofessional collaboration. The results suggest that irrespective of prior exposure to IPE, medical students appreciated the importance of interprofessional education and collaboration. Medical students showed a strong interest in attending interprofessional courses in other disciplines. Time constraints, scheduling conflicts, and communication emerged as barriers to IPE. Medical students embraced IPE and welcomed the opportunity to learn with other disciplines. Clinical case studies and simulations were identified as potential methods to integrate with other healthcare disciplines. The positive attitude and perceptions of the medical students toward interprofessional education and collaboration warrants the inclusion of related courses in medical curricula, as this may further increase students’ potentials in becoming effective healthcare providers.

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 INTERPROFESSIONAL SOCIALIZATION AND VALUING SCALE FOR HEALTH PROFESSIONAL STUDENTS WORKING WITH OLDER ADULTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S294-S294
Author(s):  
David Cicala ◽  
Nicholas Ang ◽  
Jennifer Mendez ◽  
Shanique Brown ◽  
Martha Schiller
Keyword(s):  
Medical Students ◽  
Older Adult ◽  
Interprofessional Education ◽  
Healthcare Team ◽  
Patient Centered ◽  
Team Members ◽  
Professional Students ◽  
Wayne State University ◽  
Need To Evaluate ◽  
Perceived Experiences

Abstract Interprofessional education allows students from two or more professions the opportunity to collaboratively practice patient centered care. Given the importance of interprofessional education in helping individuals become effective team members and understanding their value to a healthcare team, there is a need to evaluate the experiences. The Interprofessional Socialization and Valuing Scale (ISVS), aims to measure self-perceived experiences with interprofessional collaborative teamwork, including the ability, value, and comfort in working with others. The Wayne State University Interprofessional Team Visit (IPTV) program is an older adult home visit program that places pharmacy, social work, occupational therapy, nursing, and medical students in teams. Students form teams of 3 different disciplines and interview the older adult to assess various aspects of health and wellbeing. In order to evaluate the interprofessional educational experiences of the students, they are given a pre- and post- survey utilizing the ISVS tool. 18 questions pertaining to perceptions of what students have learned about working with professionals from other disciplines. Students respond to each statement using a 7-point scale with 1 = “Not at All” and 7 = “To a Very Great Extent.” Statistical analysis is conducted in order to compare pre- to post-surveys and also assess differences between groups. It is found that ISVS scores increase from pre- to post-survey, second year medical students and third year pharmacy students feel more comfortable working in teams, and teams consisting of these two have higher average scores.

scholarly journals Attitudes and Behavior towards Interprofessional Collaboration among Healthcare Professionals in a Large Academic Medical Center

Healthcare ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 323
Author(s):  
Benjamin E. Ansa ◽  
Sunitha Zechariah ◽  
Amy M. Gates ◽  
Stephanie W. Johnson ◽  
Vahé Heboyan ◽  
...  
Keyword(s):  
Patient Care ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Interprofessional Collaboration ◽  
Medical Center ◽  
Core Competencies ◽  
Academic Medical Center ◽  
Healthcare Team ◽  
Interprofessional Communication ◽  
Academic Medical

The increasing rates of comorbidities among patients and the complexity of care have warranted interprofessional collaboration (IPC) as an important component of the healthcare structure. An initial step towards assessing the effectiveness of collaboration requires the exploration of the attitudes and experience of healthcare professionals towards IPC. This online survey aimed to examine the attitudes of healthcare professionals working in a large public academic medical center toward IPC in patient care and the healthcare team, and their behavior and experience regarding IPC. The rankings, according to the perceived importance among the respondents, of the four Interprofessional Education Collaborative (IPEC) core competencies (values/ethics, roles/responsibilities, interprofessional communication, teams/teamwork) were assessed. There were strong but varying levels of consensus among healthcare professionals (N = 551) that IPC facilitates efficient patient care, improves patient problem-solving ability, and increases better clinical outcomes for patients. They acknowledged that IPC promotes mutual respect within the healthcare team and providers’ ability to make optimal patient care decisions. However, overall more than 35% of the respondents did not attend multidisciplinary education sessions (grand rounds, seminars, etc.), and about 23% did not participate in bedside patient care rounds. Interprofessional communication was ranked as the most important IPEC core competence. Although the attitude towards IPC among healthcare professionals is strongly positive, many healthcare professionals face challenges in participating in IPC. Institutional policies that facilitate interprofessional learning and interactions for this group of healthcare professionals should be formulated. Online distance learning and interactions, and simulation-enhanced interprofessional education, are options for addressing this barrier. Hospital administrators should facilitate conducive work environments that promote IPC, based on IPEC core competencies, and promote programs that address the challenges of IPC.

scholarly journals Health Professions Students' Teamwork Before and After an Interprofessional Education Co-Curricular Experience

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Shelley C. Mishoe ◽  
Kimberly Adams Tufts ◽  
Leigh A. Diggs ◽  
James D. Blando ◽  
Denise M. Claiborne ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Roles And Responsibilities ◽  
Study Approach ◽  
Positive Attitudes ◽  
Before And After ◽  
Moderate Effect Size ◽  
Health Sciences Students

Background: Effective interprofessional collaboration may positively impact clinical outcomes, patient satisfaction, and cost effectiveness. However, educational silos and discipline-specific socialization have reinforced each health profession’s independent values, attitudes, and problem-solving approaches.Methods and Findings: Students’ (N = 376) attitudes about teamwork were measured with the Interprofessional Attitudes Scale, Teamwork, Roles, and Responsibilities subscale using a pretest-posttest design. Experiential learning strategies and a case study approach were used to introduce students to the roles and responsibilities of the students’ disciplines. There was a positive mean difference in pretest-posttest measures (p < .001) with a moderate effect size (r = .27).Conclusions: Providing opportunities for pre-licensure health sciences students to understand the roles and responsibilities of other disciplines through IPE co-curricular learning can enhance positive attitudes toward teamwork.

scholarly journals Do Regional Medical Campuses Contribute to the Production of General Surgeons? A Study of 789 Medical School Graduates from 3 Campuses Who Matched into General Surgery Residencies over 40 Years: 1974 to 2015

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Daniel Avery
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Surgery ◽  
University Of Alabama ◽  
Main Campus ◽  
School Of Medicine ◽  
Regional Medical ◽  
Regional Campus ◽  
General Surgeons ◽  
The University

Background A Regional Medical Campus (RMC) is a medical school campus separate from the main medical school at which a portion of preclinical or clinical training of medical students is carried out. The College of Community Health Sciences of The University of Alabama in Tuscaloosa, Alabama is the Tuscaloosa Regional Campus of the University of Alabama School of Medicine (UASOM). The question we sought to answer with this study is whether or not regional campuses produce general surgeons. Design, Setting and Participants Publicly available data for 6271 graduates of the University of Alabama School of Medicine from the Birmingham, Tuscaloosa and Huntsville campuses from 1974 to 2015 was obtained by using Google Search Engine. The list was expanded to include the data described by the variables in Table 1. Results Between 1974 and 2015, 789 graduates of the University of Alabama School of Medicine assigned to the Birmingham, Tuscaloosa and Huntsville Campuses matched into Categorical Surgery. All three campuses matched similar percentages of students ranging from 10.4% to 13.3% (Table 2). The main campus at Birmingham matched 599 medical students into general surgery and 202 practice general surgery. The Tuscaloosa Regional Campus matched 88 medical students into general surgery and 47 practice general surgery. The Huntsville Regional Campus matched 103 medical students into general surgery and 41 practice general surgery (Table 2). Conclusions A comparable percentage of medical students at each campus matched into general surgery. The main campus contributed a larger absolute number of practicing general surgeons while regional medical campuses contributed a higher percentage of practicing general surgeons. Regional medical campuses contribute significantly to the deficit of general surgeons in this country.

Sign in / Sign up

Export Citation Format

Share Document