scholarly journals Are Pharmacy Students Learning To Be Effective Collaborators and To Work within Health Care Teams through Our Interprofessional Education Initiatives?

2016 ◽  
Vol 69 (5) ◽  
Author(s):  
Ruby Grymonpre ◽  
Elise Paradis
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Pharmacy Students ◽  
Health Care Teams ◽  
Education Initiatives

-

Toward Interprofessional Education of Pharmacogenomics: An Interdisciplinary Assessment

Pharmacology ◽  
2021 ◽  
pp. 1-8
Author(s):  
Alaa Yehya ◽  
Laila Matalgah
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Online Survey ◽  
Pharmacy Students ◽  
Previous Knowledge ◽  
Health Care Students ◽  
Related Literature ◽  
Interdisciplinary Field ◽  
Interdisciplinary Assessment ◽  
Level Of Knowledge

<b><i>Introduction:</i></b> Pharmacogenomics, which emerged from disciplines such as pharmacology and genetics, is an increasingly important interdisciplinary field of health research, as indicated by the rapid growth of related literature. The aim of this study was to evaluate knowledge among genetics and pharmacology health-care students and to evaluate their exposure to and perceptions of pharmacogenomics. <b><i>Methods:</i></b> An anonymous, 28-item online survey was distributed to medical and pharmacy students enrolled at Yarmouk University, Jordan. <b><i>Results:</i></b> The respondents (<i>n</i> = 300) had an overall moderate level of knowledge regarding genetics and pharmacology. Most respondents recognized the benefits of pharmacogenomics for therapy optimization, but they had insufficient exposure to the topic. Most respondents supported providing pharmacogenetic testing in Jordan. The most preferred educational format in pharmacogenomics was integration in pharmacology courses. <b><i>Discussion/Conclusion:</i></b> Medical and pharmacy students are becoming increasingly aware of the importance of pharmacogenomics in therapy optimization. Challenges such as the complexity of the topic and low retention of previous knowledge should be addressed to promote pharmacogenomics education. More work is needed to increase students’ exposure to pharmacogenomics information. A deeper integration of pharmacogenomics applications into pharmacology courses is proposed to emphasize applications of pharmacogenomics.

scholarly journals The Attitude and Readiness Towards Interprofessional Education (IPE) Among Medical Teachers of Universitas Muhammadiyah Jakarta

2021 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Savira Dwi Ramadini ◽  
Oktarina Oktarina
Keyword(s):  
Health Care ◽  
Professional Identity ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Health Workers ◽  
Educational Process ◽  
Health Care Teams ◽  
Interprofessional Learning ◽  
Medical Teachers ◽  
Good Attitude

Background: Geriatric has multi-problems which need inter-disciplinary supports including collaboration among health professionals.  To realize the importance of collaboration among health workers is to encourage collaboration since educational process. Teachers play an important role in conducting an Interprofessional Education (IPE). Purposes: To describe the attitudes and readiness of medical teachers of Universitas Muhammadiyah Jakarta (UMJ) towards IPE in 2019. Methods: The subjects of the study were medical teachers of UMJ with a sample size of 34 respondents. It was conducted at UMJ on November-December 2019. The instrument used for measuring the variable of attitude is the Attitudes toward Health Care Teams Scale (ATHCTS), whilst Readiness for Interprofessional Learning Scale (RIPLS) questionnaire was for the readiness. Results: It was found respondents who had attitudes in the good and fairly good categories were 62% and 38% respectively. Based on their state of readiness, 85% of the respondents were adequate, 15% moderate, and none not ready. Conclusion: Most of the respondents had a good attitude and ready for IPE. It was found that the aspects of the role in the team are mostly fairly good compared to aspects of values in the team and efficiency in the team which are mostly in the good category. The readiness showed adequate state in 2 aspects which are teamwork and collaboration and professional identity, whilst the aspect of role and responsibility was moderate. Consequently, improvement should be directed for the attitude to play a role in the team and the readiness in role and responsibility aspects.

scholarly journals The Interprofessional Clinical Experience: Introduction to Interprofessional Education Through Early Immersion in Health Care Teams

MedEdPORTAL ◽  
2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Fatema Haque ◽  
Michelle Daniel ◽  
Michael Clay ◽  
Jennifer Vredeveld ◽  
Sally Santen ◽  
...  
Keyword(s):  
Health Care ◽  
Clinical Experience ◽  
Interprofessional Education ◽  
Health Care Teams

SIKAP DOSEN TERHADAP PEMBELAJARAN INTERPROFESIONAL EDUCATION (IPE) STUDI PADA DOSEN DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA

2018 ◽  
Vol 7 (2) ◽  
pp. 169-178
Author(s):  
Masta Hutasoit
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Teaching Experience ◽  
Average Score ◽  
Health Care Teams ◽  
Cross Sectional ◽  
Academic Setting ◽  
Interprofessional Learning ◽  
Academic Settings ◽  
Cross Sectional Design

Background: Application of IPE in academics prioritizes collaborative competencies to make students able to understand how to work interprofessionally, so as to foster readiness. Lecturer attitudes are considered as an important component in implementing successful IPE in academic environment. Objective: The purpose of this study was to examine and analyse lecturers attitudes towards interprofessional education. Method: This was descriptive comparative study with cross sectional design. Sampel were 31 lecturers from departments of nursing, midwifery, and medical record taken by purposive sampling. Modified questioner of Attitudes Toward Interprofessional Health Care Teams (ATHCT), Readiness for Interprofessional Learning Scale (RIPLS), and Attitudes Towards Interprofessional Learning in Academic Setting (ATILAS) were applied to examine lecturers attitudes. Result: The results indicate lecturer's positive attitude toward IPE, with an average score of statement item M = 3.96 on the attitude aspect to the interprofessional health care teams; M = 4.11 on attitude aspect to interprofessional education; as well as on attitudes towards interprofessional learning in academic setting with M = 3,93. Discipline, gender, and teaching experience have no significant relationship with overall attitudinal responses towards IPE. Conclusions: These findings can be used as a consideration of the intitution in applying Interprofessional Education at the academic settings.   Keywords: Attitudes, Interprofessional Education, Lecturers

scholarly journals Positive and Negative Factors That Influence Health Care Faculty Intent to Engage in Interprofessional Education (IPE)

Healthcare ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 29 ◽  
Author(s):  
Maria Olenick ◽  
Monica Flowers ◽  
Teresa Muñecas ◽  
Tatayana Maltseva
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Response Rate ◽  
The United States ◽  
The Body ◽  
Health Care Education ◽  
Health Care Teams ◽  
Health Care Professions ◽  
Body Of Knowledge ◽  
Negative Factors

Background: This study explored the positive and negative factors that influence interprofessional education (IPE) implementation in health care education programs across the United States. Methods: The study sample consisted of 439 (response rate 8.4%) health care faculties from seven health care professions (nursing, medicine, pharmacy, physical therapy, occupational therapy, physician assistant, and social work) who were asked what the positive and negative factors are that influence their decisions to engage in IPE. Results: Three positive categories and two negative categories concerning factors that influence health care faculty (HCF) intent to engage in IPE emerged. The three major categories of positive factors emerged as patient care, which was mentioned by 196 subjects or 54% of the sample, student learning, which was mentioned by 157 subjects or 43% of the sample, and health care teams, which was mentioned by 88 subjects or 24% of the sample. The two major categories of negative factors emerged as scheduling and coordination, which was mentioned by 230 subjects or 63% of the sample, and discipline culture which was mentioned by 103 subjects or 28% of the sample. Conclusion: This study contributes to the body of knowledge concerning the factors that influence effective IPE implementation. Discussion is provided regarding the positive and negative categories that emerged and how they influence effective IPE delivery.

scholarly journals Introducing Interprofessional Education and Care Concepts in a Geriatric Multilevel Centre: Development and Introduction of a Toolkit for Staff and Students

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Faith Boutcher ◽  
David K. Conn ◽  
Margaret Mroziewicz ◽  
Lisa M Guttman Sokoloff
Keyword(s):  
Older Adults ◽  
Health Care ◽  
Interprofessional Education ◽  
Positive Attitude ◽  
Pilot Project ◽  
Healthcare Team ◽  
Positive Trend ◽  
Health Care Teams ◽  
Teams And Teamwork ◽  
Education And Care

Background: Although interprofessional education (IPE) is not new, there has been limited research in IPE focused on the care of older adults. The objective of this study was to develop and implement an interprofessional education and care (IPE/C) toolkit, to help staff and students understand and apply the concepts of IPE/C.Methods and Findings: Focus groups identified staff and students’ understanding of IPE/C and informed development of an IPE/C toolkit comprised of IPE/C tools and resources. Five clinical teams (N = 51) attended workshops that introduced the toolkit and educated teams about IPE/C. Focus group participants had heard of but had limited exposure to IPE/C. Responses to the Attitudes Toward Health Care Teams (ATHT) questionnaire indicated a positive trend on all questions; 2 questions in subscale 1 were statistically significant (p = .01 & p = .005), indicating a positive attitude toward teams and teamwork. Several limitations were identified, including inconsistent attendance at workshops, scheduling challenges, and limited physician participation.Conclusions: This pilot project provided baseline data on staff and students’ understanding of and attitudes toward IPE/C in a multilevel geriatric centre and demonstrated that an IPE/C toolkit delivered via team workshops can enhance healthcare team attitudes. Next steps include expanding the rollout to other teams and introducing the toolkit to all staff and students.

Sign in / Sign up

Export Citation Format

Share Document