Transdisciplinary Collaborative Development of Healthcare Virtual Simulations

2019 ◽  
pp. 306-321
Author(s):  
Rachel Umoren ◽  
Barbara Truman
Keyword(s):  
Social Work ◽  
Interprofessional Education ◽  
Educational Institutions ◽  
Distributed Teams ◽  
Collaborative Development ◽  
Distributed Development ◽  
Healthcare Teams ◽  
Interdisciplinary Practice ◽  
Virtual Simulations ◽  
Collaborative Praxis

There is a need for collaborative, participatory exploration into emerging simulation technologies supportive of distributed, interdisciplinary practice to promote cultures of collaborative praxis. Higher educational institutions are adapting curriculum to support interprofessional education among healthcare students such as in medicine, nursing, and social work to build the ability to practice with greater safety for patient care. An analysis of critical supporting factors and challenges for distributed teams seeking to develop virtual simulations is presented with guidelines for distributed development and delivery using emerging simulation platforms applicable to healthcare teams and beyond.

La evaluación del interprofesionalismo en la educación basada en simulación

2019 ◽  
Vol 62 (0) ◽  
pp. 56-63
Author(s):  
Laura Silvia Hernández Gutiérrez ◽  
Angélica García-Gómez ◽  
Argimira Vianey Barona Nuñez ◽  
Erick López Léon
Keyword(s):  
Health Professionals ◽  
Interprofessional Education ◽  
Collaborative Work ◽  
Educational Process ◽  
Educational Institutions ◽  
Controlled Environment ◽  
Study Group ◽  
The Us ◽  
Improvement Strategies

The education based on simulation is an educationalstrategy where students learn from their errors, developing skills, knowledge, competences,etc. in a controlled environment. During the process of teaching by simulation, it is necessaryto execute various types of assessments (diagnostic, summative, formative) in order tomake adjustments or changes in the educational process of the students, therefore identifying areas of opportunity for improvement. With the simulation, different processes can be taught, like interprofessionalism and collaborative work. Nowadays, there is a major concern for added safety and the quality of care for the patients and their families. Therefore, a WHO study group determined the basic interprofessional competences, and has been given the task of disseminating and promoting interprofessional education. Some educational institutions in the US, Canada and Europe have integrated interprofessional and collaborative work in simulation practices. All the activity by simulation must be evaluated in order to provide feedback to the participants and establish improvement strategies. The assessment of the interprofessional work focuses on the evaluation of common skills and competencies among various health professionals.

scholarly journals Readiness of Lecturers As A Facilitator In Interprofessional Education Learning In Antenatal Care

2018 ◽  
Vol 2 (1) ◽  
pp. 51-57
Author(s):  
Dina Zakiyyatul Fuadah ◽  
Muhammad Taukhid
Keyword(s):  
Experimental Design ◽  
Antenatal Care ◽  
Interprofessional Education ◽  
Statistical Tests ◽  
T Test ◽  
Educational Institutions ◽  
Learning Models ◽  
Interprofessional Learning ◽  
Qualitative And Quantitative ◽  
Before And After

Background: Many educational institutions in Indonesia are familiar with the concept of interprofessional learning or interprofessional education but not many have applied. Facilitator readiness, one of the causes of this method has not been implemented optimally. Purpose: This study aims to determine the readiness of the lecturer as a facilitator in interprofessional learning. Methods: The pre-experimental design, pre and posttest design was used to examine a sample of 20 respondents which included the lecturers of nursing, midwifery and nutrition obtained by purposive sampling. Instrument to measure the readiness of lecturers using the RIPLS questionnaire. Result: The results of statistical tests using the T-Test found that the readiness of lecturers in the positive category where there was a change in readiness before and after being given an intervention in the form of interprofessional learning training with a Pvalue of 0.021. Conclusion: Educational institutions are recommended to start developing interprofessional education models that are mutually agreed upon and supported by clear facilities, policies and regulations. Subsequent research is expected to explore more appropriate interprofessional  learning models through both qualitative and quantitative approaches

Persepsi Mahasiswa Tahap Profesi Kedokteran terhadap Interprofessional Education

2021 ◽  
Vol 3 (2) ◽  
pp. 20-25
Author(s):  
Resti Rahmadika Akbar
Keyword(s):  
Interprofessional Education ◽  
Descriptive Analysis ◽  
Medical Professional ◽  
Teaching Hospitals ◽  
Educational Institutions ◽  
Positive Perception ◽  
Cross Sectional ◽  
Consecutive Sampling ◽  
Analysis Design ◽  
Improve Health

Introduction: The introduction of the concept of collaborative health education that has been launched by WHO aims to improve health services. Collaborative media initiated by WHO is Interprofessional Education (IPE). Professional stage students are expected to cooperate with other health professions. A positive perception of IPE acceptance is expected to be taken into consideration by institutions for the development of the IPE concept at the Faculty of Medicine at Universitas Baiturrahmah. Aims: The purpose of this study was to determine perceptions of medical professional stage students towards IPE. Method: This type of research is quantitative with a descriptive analysis design with a cross-sectional approach. The research sample was used in consecutive sampling. Retrieval data with a modified IEPS (Interprofessional Education Perception Scale) questionnaire. Results: The results showed the reliability of the IEPS questionnaire 0.890. The modified IEPS questionnaire has 12 statements. The majority of the perception of medical professional stage students is positive 92.3%. The subcategory of competence and autonomy are good at 89.7%, the need to work together is good at 97.4% and perceptions about collaboration are good at 89.7%. Conclusion: The majority of students' perceptions of interprofessional education are good and need strategies and communication from educational institutions and teaching hospitals in its implementation.

Using Virtual Environments to Achieve Learner Outcomes in Interprofessional Healthcare Education

2016 ◽  
pp. 900-921
Author(s):  
Michelle Aebersold ◽  
Dana Tschannen
Keyword(s):  
Clinical Judgment ◽  
Interprofessional Education ◽  
Educational Experience ◽  
Learning Objectives ◽  
Training Method ◽  
Learner Outcomes ◽  
Simulation Techniques ◽  
Effective Training ◽  
Virtual Simulations ◽  
Interprofessional Healthcare

The use of simulation in the training of healthcare professionals has become an essential part of the educational experience. Students and practitioners need to learn a variety of technical, interpersonal, and clinical judgment skills to be effective healthcare practitioners. Virtual simulation can provide an effective training method to facilitate learning and can be targeted to develop specific skills in the area of Interprofessional Education (IPE). This chapter reviews the literature around simulation techniques and outlines a development process that can be used to develop virtual simulations to meet a variety of learning objectives including IPE. Specific issues and solutions are also presented to ensure a successful educational experience.

Social work and interprofessional education: integration, intersectionality, and institutional leadership

2017 ◽  
Vol 37 (1) ◽  
pp. 17-33 ◽  
Author(s):  
Maureen Rubin ◽  
Shelley Cohen Konrad ◽  
Jayashree Nimmagadda ◽  
Anna Scheyett ◽  
Kerry Dunn
Keyword(s):  
Social Work ◽  
Interprofessional Education ◽  
Institutional Leadership

Interprofessional Education for BSW Students: A Pilot Course

2019 ◽  
Vol 24 (1) ◽  
pp. 61-70
Author(s):  
Claire M. Edwards ◽  
Jason M. Newell
Keyword(s):  
Social Work ◽  
Interprofessional Education ◽  
Liberal Arts ◽  
Professional Training ◽  
Allied Health ◽  
Training Programs ◽  
Speech Language Pathology ◽  
Professional Programs ◽  
Health Professional Training ◽  
Language Pathology

The focus on interprofessional education (IPE) for professional training programs in allied health professions such as social work has increased recently. There is limited pedagogical literature regarding either the instruction or application of IPE in any given profession. Based on a co-teaching model of instruction, this article delineates the preparation and integration process of a pilot course on IPE. The pilot course was taught at a small liberal arts college where it was cross-listed in two undergraduate professional programs in social work and speech-language pathology. This article discusses the relevance of including IPE in allied health professional training programs. Additionally, this article outlines the timeline for developing and implementing the course, from conceptualization to the integration phases including implications from student evaluations of their experience in the course. Elements of the course including delivery, descriptions of assignments, and projects also are discussed.

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