Interprofessional Education

2022 ◽  
pp. 24-42
Author(s):  
Robert Earl McKinney ◽  
Anne D. Halli-Tierney ◽  
Allyson E. Gold ◽  
Rebecca S. Allen ◽  
Dana G. Carroll
Keyword(s):  
Communication Skills ◽  
Interprofessional Education ◽  
Case Series ◽  
Learning Objectives ◽  
Case Vignette ◽  
Educational Method ◽  
Team Members ◽  
Face To Face ◽  
Competing Demands ◽  
Sample Case

Interprofessional education (IPE) has emerged as a core educational method among human service and medical educational settings. Research suggests that learners who learn in IPE settings have better transdisciplinary communication skills and are better team members. Unfortunately, competing demands of multiple academic divisions can make facilitating IPE cumbersome. This chapter will describe the processes for developing, implementing, and evaluating an IPE experience drawn from de-identified patient records. The model includes information about incorporating learners from medicine, pharmacy, psychology, social work, and law, but could easily be expanded to include learners from other disciplines. The authors include descriptions of the process of implementing the unfolding case series in both face-to-face and live remote settings. This will include a sample case vignette, a pre-/post-survey, and learning objectives. Finally, the authors include opportunities for expansion and discussion of the challenges of implementing a curriculum targeted toward learners from diverse disciplines.

scholarly journals Bridging the gap: Reflections on teaching interprofessional communication to undergraduate paramedic and nursing students

2014 ◽  
Vol 11 (4) ◽  
Author(s):  
Tania Johnston ◽  
Alex MacQuarrie ◽  
John Rae
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Interprofessional Education ◽  
Large Scale ◽  
Shared Understanding ◽  
Educational Tool ◽  
Interprofessional Communication ◽  
Team Members ◽  
Clinical Handover ◽  
Staff Members

IntroductionThe literature emphasises the vital importance of interprofessional communication during clinical handover as being paramount to patient safety. At Charles Sturt University we explored how simulation can be employed in an interprofessional education (IPE) exercise exposing paramedic and nursing students to a high-pressure emergency department wherein they must engage in patient handover.MethodsOver a 4-day period in April 2012, 200 paramedic and nursing students participated in an intensive simulation exercise where they practised interprofessional communication. The project team subsequently debriefed all student and staff members to gain insight through the participants’ experiences.ResultsOur results demonstrated that students become more comfortable interacting and communicating with other team members during scenarios. In addition to experiencing first hand that IPE is an effective tool for developing communication skills, we determined that this could be successfully facilitated in a large-scale simulated IPE to help students develop a shared understanding between disciplines.ConclusionAcademics can work horizontally across disciplines to employ IPE in simulation as an educational tool to teach vital communication skills; and with paramedicine now being taught alongside nursing in tertiary centres, universities are well positioned to support collaborative interprofessional practice and communication.

Prescription in Locker Box (PILBOX): Remodeling of the Medication Collection Process (Preprint)

2020 ◽  
Author(s):  
Lim Jit Fan Christina ◽  
Goh Boon Kwang ◽  
Chee Wing Ling Vivian ◽  
Tang Woh Peng ◽  
Goh Qiuling Bandy
Keyword(s):  
Cross Sectional Study ◽  
Ease Of Use ◽  
Prescription Medications ◽  
Pharmacy Staff ◽  
Cross Sectional ◽  
Team Members ◽  
Face To Face ◽  
Ranking Score ◽  
Study Team ◽  
Willingness To Use

BACKGROUND Traditionally, patients wishing to obtain their prescription medications have had to present themselves physically at pharmacy counters and collect their medications via face-to-face interactions with pharmacy staff. Prescription in Locker Box (PILBOX) is a new innovation which allows patients and their caregivers to collect their medication asynchronously, 24/7 at their convenience, from medication lockers instead of from pharmacy staff and at any time convenient to them instead of being restricted to pharmacy operating hours. OBJECTIVE This study aimed to determine the willingness by patients/caregivers to use this new innovation and factors that affect their willingness. METHODS This prospective cross-sectional study was conducted over 2 months at 2 public primary healthcare centres in Singapore. Patients or caregivers who were at least 21 yo and turned up at the pharmacies to collect medications were administered a self-developed 3-part questionnaire face-to-face by trained study team members, if they gave their consent to participate in the study. RESULTS A total of 222 participants completed the study. About 40% of them participants were willing to use the PILBOX to collect their medications. Amongst the participants who were keen to use the PILBOX service, slightly more than half (i.e. 52.8%) of them were willing to pay for the PILBOX service. The participants felt that the ease of use (3.46±1.21 i.e. mean of ranking score ± standard deviation) of the PILBOX was the most important factor that would affect their willingness to use the medication pick up service. This was followed by “waiting time” (3.37±1.33), cost of using the medication pick up service (2.96±1.44) and 24/7 accessibility (2.62±1.35). This study also found that age (p=0.006), language literacy (p=0.000), education level (p=0.000), working status (p=0.011) and personal monthly income (p=0.009) were factors that affected the willingness of the patients or caregivers to use the PILBOX. CONCLUSIONS Patients and caregivers are keen to use PILBOX to collect their medications for its convenience and the opportunity to save time, if it is easy to use and not costly.

El debriefing, aprendizaje reflexivo en la simulación interprofesional

2019 ◽  
Vol 62 (0) ◽  
pp. 45-53
Author(s):  
Hugo E. Olvera ◽  
Argimira Vianey Barona Nuñez ◽  
Laura S. Hernández Gutiérrez ◽  
Erick López León
Keyword(s):  
Clinical Practice ◽  
Communication Skills ◽  
Learning Objectives ◽  
Complex Activity ◽  
Learning Space ◽  
Daily Lives ◽  
Reaction Phase ◽  
Analysis Phase ◽  
Simulation Scenario ◽  
Basic Standards

In the field of interprofessional simulation, an important element for achieving the stated objectives of the simulation scenario is the debriefing. The debriefing is a complex activity that requires certain skills, experience and knowledge from the facilitator or facilitators, who are known as debriefer/s. Their function is to make the participants reflect on the reasons for their actions, their decisions, and how they acted as a team or individually. Its purpose is the acquisition of a significant learning (achieving the learning objectives) that can subsequently be applied in their daily lives. The interprofessional debriefing styles are varied, but basically its structure integrates: a reaction phase, an analysis phase and an application phase; keeping in mind that the basic standards must be maintained when carrying out a debriefing: time, the construction of a safe learning space, identification, and the closure of knowledge gaps. The advantages of performing an interprofessional debriefing goes beyond the objectives of the simulation, since it favors the acquisition of effective communication skills, teamwork, leadership, the notion of error, etc., which can later be applied in the daily clinical practice.

Mr. and Mrs. Smith: A Student Introduction to Federal Tax Compliance and Documentation

2015 ◽  
Vol 31 (1) ◽  
pp. 119-132 ◽  
Author(s):  
Michaele L. Morrow ◽  
Shane R. Stinson
Keyword(s):  
Communication Skills ◽  
Professional Practice ◽  
Income Tax ◽  
Tax Compliance ◽  
Personal Income Tax ◽  
Initial Information ◽  
Face To Face ◽  
Client Advocacy ◽  
Tax Practice

ABSTRACT In this case, students assume the role of new accounting staff tasked with the preparation of a personal income tax return and supporting documentation for a client of their firm. Students are provided prior year work papers and client communications, a copy of the prior year's tax return, as well as a letter and supporting documents from the client for the current year. To complete the case, students generate questions based on the initial information provided, meet face-to-face with the client, and roll forward a set of electronic work papers before submitting a complete current year engagement file for senior review. This case adds work papers and client interaction to the traditional tax compliance case to reinforce both the technical and communication skills valued in professional practice. The formulation of questions for the client also allows students to practice discussing technical topics in a non-technical manner and underscores the required balance between attitudes of client advocacy stressed in professional tax practice and legal requirements for “good-faith” tax return reporting. This case is appropriate for an individual income tax course at either the undergraduate or graduate level, and can be easily adapted to increase or decrease difficulty.

Empathic Communication Skills Across Applied Undergraduate Psychology Courses: A Replication Study

2021 ◽  
pp. 009862832199543
Author(s):  
Catherine M. Reich ◽  
Lara J. LaCaille ◽  
Katherine E. Axford ◽  
Natalina R. Slaughter
Keyword(s):  
Communication Skills ◽  
Communication Competence ◽  
Learning Gains ◽  
Face To Face ◽  
Helping Skills ◽  
Empathic Communication ◽  
Health Related ◽  
Psychology Courses ◽  
Undergraduate Psychology ◽  
Over Time

Background: Although undergraduate psychology curriculum should cultivate performance-based skills to prepare students for helping professions, little work to date has addressed this standard. Objective: This research replicates the methods used in a previous study by examining pre-post changes in empathic communication skills and perceived communication competence across two applied psychology courses: Basic Helping Skills and Internship. This study extended this work by also exploring learning gains from different formats (i.e., face-to-face vs. online), internship types (mental health-related vs. not mental health-related), and the longevity of learning gains. Method: Psychology students ( N = 171) completed a measure of communication competence and provided written empathic responses on a vignette-based performance measure at the start and end of the semester. Results: Students perceived their communication skills as improving over time; however, only students in the Basic Helping Skills course showed improved empathic communication skills, especially when the instruction was in a face-to-face format. Students with previous skill training maintained their learning gains over time. Conclusion: Student empathic communication improves most with face-to-face instruction in Basic Helping Skills rather than an internship experience. Teaching Implications: For the development of empathic communication skills, prerequisite requirements for Internship and instructive scaffolding for the application of skills may be recommended.

scholarly journals How May Virtual Communication Shape Cooperation in a Work Team?

2004 ◽  
Vol 26 (1) ◽  
Author(s):  
Andreas Flache
Keyword(s):  
Social Relationships ◽  
Work Teams ◽  
Work Team ◽  
Online Interaction ◽  
Negative Effects ◽  
Virtual Communication ◽  
Team Members ◽  
Face To Face ◽  
Interaction Task ◽  
Simulation Results

AbstractThis paper addresses theoretically the question how virtual communication may affect cooperation in work teams. The degree of team virtualization, i.e. the extent to which interaction between team members occurs online, is related to parameters of the exchange. First, it is assumed that in online interaction task uncertainties are higher than in face-to-face contacts. Second, the gratifying value of peer rewards is assumed to be lower in online contacts. Thirdly, it is assumed that teams are different in the extent to which members depend on their peers for positive affections, operationalized by the extent to which team members are interested in social relationships for their own sake, independently from their work interactions. Simulation results suggest both positive and negative effects of team virtualization on work-cooperation.

scholarly journals The power of individual cultural values in global virtual teams

2012 ◽  
Vol 12 (2) ◽  
pp. 193-210 ◽  
Author(s):  
Audra I. Mockaitis ◽  
Elizabeth L. Rose ◽  
Peter Zettinig
Keyword(s):  
Cultural Values ◽  
Cultural Differences ◽  
Virtual Teams ◽  
Virtual Team ◽  
Global Teams ◽  
Global Virtual Teams ◽  
Team Processes ◽  
Team Members ◽  
Face To Face ◽  
The Relationship

This paper investigates the perceptions of members of 43 culturally diverse global virtual teams, with respect to team processes and outcomes. Despite widespread acknowledgement of the challenges presented by cultural differences in the context of global teams, little is known about the effect of these differences on team dynamics in the absence of face-to-face interaction. Using a student-based sample, we study the relationship between global virtual team members’ individualistic and collectivistic orientations and their evaluations of trust, interdependence, communication and information sharing, and conflict during the team task. Our results suggest that a collectivist orientation is associated with more favorable impressions regarding global virtual team processes and that cultural differences are not concealed by virtual means of communication.

Challenges and Strategies in Remote Design Collaboration During Pandemic: A Case Study in Engineering Education

2021 ◽  
Author(s):  
Elise Belanger ◽  
Caroline Bartels ◽  
Jinjuan She
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
College Education ◽  
Team Members ◽  
Face To Face ◽  
Design Collaboration ◽  
Engineering Design Education ◽  
Geographically Distributed ◽  
Remote Design ◽  
Challenges And Strategies

Abstract The COVID-19 pandemic forced college education to shift from face-to-face to online instruction. This effort is particularly challenging for freshmen and sophomore students, in engineering design projects where collaborations are needed. The study aims to qualitatively understand challenges and possible strategies revealed by students in remote design collaboration through the lens of an undergraduate-level engineering design introduction class. The authors closely observed team members’ struggles and how they handled them through bi-weekly and final reflections in a semester-long project. The challenges and strategies from 11 teams (42 students) were analyzed and implications for future engineering design education were discussed. The findings provide insights to experimentations that aim to establish a successful remote learning environment that reaches core education objectives of engineering design while also helping students adapt to a geographically distributed engineering workforce in future. The study also illustrated the usefulness of reflections as a tool to capture students’ learning dynamics.

scholarly journals What Matters to Us: Impact of Telemedicine During the Pandemic in the Care of Patients With Sarcoma Across Scotland

2021 ◽  
pp. 1067-1073
Author(s):  
Holly M. McCabe ◽  
Alannah Smrke ◽  
Fiona Cowie ◽  
Jeff White ◽  
Peter Chong ◽  
...  
Keyword(s):  
Care Delivery ◽  
Mixed System ◽  
Specialist Care ◽  
Team Members ◽  
Delivery Of Care ◽  
Face To Face ◽  
Patients With Cancer ◽  
Rapid Changes ◽  
Regular Practice ◽  
Survey Questionnaires

PURPOSE In Scotland, approximately 350 sarcoma cases are diagnosed per year and treated in one of the five specialist centers. Many patients are required to travel long distances to access specialist care. The COVID-19 pandemic brought a number of rapid changes into the care for patients with cancer, with increasing utilization of telemedicine. We aimed to evaluate how the utilization of telemedicine affects professionals and patients across Scotland and care delivery, at the Beatson West of Scotland Cancer Centre Sarcoma Unit. METHODS Between June 8 and August 25, 2020, we invited patients and professional sarcoma multidisciplinary team members to participate in separate online anonymous survey questionnaires, to assess their attitudes toward telemedicine. Data were extracted, and descriptive statistics were performed. RESULTS Patient satisfaction (n = 64) with telemedicine was high (mean = 9.4/10) and comparable with traditional face-to-face appointments (mean = 9.5/10). Patients were receptive to the use of telemedicine in certain situations, with patients strongly opposed to being told bad news via telemedicine (88%). Providers recommended the use of telemedicine in certain patient populations and reported largely equivalent workloads when compared with traditional consultations. Providers reported that telemedicine should be integrated into regular practice (66%), with patients echoing this indicating a preference for a majority of telemedicine appointments (57%). CONCLUSION Telemedicine in sarcoma care is favorable from both clinician and patient perspectives. Utilization of telemedicine for patients with rare cancers such as sarcomas is an innovative approach to the delivery of care, especially considering the time and financial pressures on patients who often live a distance away from specialist centers. Patients and providers are keen to move toward a more flexible, mixed system of care.

The Value of a Brief Thought for the Day Reflection on an Academic Consult Service

2016 ◽  
Vol 34 (9) ◽  
pp. 869-873 ◽  
Author(s):  
Thomas O’Neil ◽  
Patricia Lyndale ◽  
Kathryn Szakatis ◽  
Tom Fitzgerald
Keyword(s):  
Physical Activity ◽  
Palliative Medicine ◽  
Reflective Writing ◽  
Workplace Stress ◽  
Consult Service ◽  
Team Members ◽  
Qualitative And Quantitative ◽  
Perceived Utility ◽  
Religious Writing ◽  
Competing Demands

Background: Work in hospice and palliative medicine can be stressful. A variety of methods have been used to mitigate workplace stress including mindfulness mediation, reflective writing, and physical activity. An intervention implemented at our institution is a “Thought for the Day,” a short reflection on a piece of poetry, music, or religious writing. Although this practice may be commonplace in the field of hospice and palliative medicine, no literature has been published about its perceived utility by team members with various competing demands on their time. Objective: This study’s objective was to obtain a better understanding about the perception and utility of a Thought for the Day held by clinicians rounding on an academic palliative medicine consult service. Methods: A survey, containing qualitative and quantitative elements was sent to faculty, staff, and learners who participated in a Thought for the Day over the 18 months between March 2013 and October 2014. Twenty-eight responses were returned and analyzed. Results: Most participants (23 of the 28) felt that the Thought for the Day was an important use of their time on the academic consult service. Differences were seen by gender and team role. Additionally, it was reported that the Thought for the Day improved the participants’ perception of teamwork. Conclusion: The use of a Thought for the Day reflection may be beneficial and constructive even for a busy academic consult service.

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