An Interprofessional Approach for Health Care Students to Address and Understand the Opioid Epidemic

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505206p1-7512505206p1
Author(s):  
Kelle Deboth ◽  
Madalynn Wendland
Keyword(s):  
Health Care ◽  
Curriculum Development ◽  
Health Professions ◽  
Future Research ◽  
Opioid Epidemic ◽  
Health Care Students ◽  
Opioid Crisis ◽  
Interprofessional Teamwork ◽  
Research Initiatives ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Students representing seven health professions (N = 347) were invited to attend a 2-hour interprofessional workshop and complete surveys examining perceptions of interprofessional teamwork and understanding of discipline-specific roles while addressing the opioid crisis. Significant improvements were found that can help guide curriculum development and future research initiatives for health professions students. Primary Author and Speaker: Kelle Deboth Additional Authors and Speakers: Madalynn Wendland

Interdisciplinary Examination of Pain Curriculum at a Health Profession University

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505086p1-7512505086p1
Author(s):  
Lauren Grasenick ◽  
Alee Leteria ◽  
Kristina Zanayed ◽  
Susanne Higgins
Keyword(s):  
Health Care ◽  
Focus Group ◽  
Health Care Professionals ◽  
Educational Programs ◽  
Health Profession ◽  
Pain Education ◽  
Entry Level ◽  
Opioid Crisis ◽  
Primary Author

Abstract Date Presented 04/12/21 OTs and other health care professionals learn about assessment and intervention for pain in their entry level educational programs. The aim of this study was to identifying gaps and strengths in interdisciplinary health profession curricula as it relates to pain and subsequently the opioid crisis. Participants completed a survey and a focus group. Results show a mutual desire among faculty and students to implement additional pain education. Primary Author and Speaker: Lauren Grasenick Contributing Authors: Abigail Herman, Mairead Gormley, Erica Di Meo, Jessica Leonard

The Value of Community-Focused Interprofessional Care in Peru for Developing Cultural Competency in Health Professions Students

2013 ◽  
Vol 10 (1) ◽  
pp. 153-162 ◽  
Author(s):  
Carol B. Allen ◽  
Denise A. Smart ◽  
Tamara Odom-Maryon ◽  
Deborah Swain
Keyword(s):  
Health Care ◽  
Cultural Competency ◽  
Health And Safety ◽  
International Health ◽  
Health Professions ◽  
Cultural Knowledge ◽  
Education Students ◽  
Health Care Students ◽  
International Immersion ◽  
Before And After

AbstractInternational immersion experiences for health-care students have increased over the past 10 years. Students and faculty expect these experiences to increase cultural competency; however, research on outcomes of these programs has lacked rigor. Over a 4-year period, groups of nursing and other health professions students spent 3 weeks in Peru providing primary care and health education. Students attended pre-departure seminars addressing personal travel health and safety, culture and health care in Peru, working with interpreters, and ethics of international health care. Student participants (N = 77) completed an instrument assessing self-perceived cultural competency before and after the experience. Results of pre- and post-immersion scores showed significant increases in perceived cultural competency and increased self-efficacy in cultural knowledge, skills, and attitudes for four groups of students. Implications and future directions are discussed and recommended.

scholarly journals Validation Of An Empathy Film With Health Care Students

2020 ◽  
pp. 1-6
Author(s):  
Jessie Janssen ◽  
Keyword(s):  
Health Care ◽  
Young Women ◽  
Representative Sample ◽  
Emotional Response ◽  
Health Professions ◽  
Empathy Training ◽  
Health Care Students

This study showed that the EFS was able to evoke an emotional response in young women, which was correlated to empathy. Verification of these results is needed with a larger, more representative sample. The film could be used to evaluate the effectiveness of empathy training in health professions.

It Takes a Village: Graduate Health Care Students' Perceptions of the Campus Environment to Support Mental Health and Wellness

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505169p1-7512505169p1
Author(s):  
Carol Lambdin-Pattavina ◽  
Meghan Bowler ◽  
Maighan Leblanc ◽  
Jana Montgomery
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mixed Methods Study ◽  
Health And Wellness ◽  
Mental Health Crisis ◽  
Health Crisis ◽  
Campus Environment ◽  
Health Care Students ◽  
A Current ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Health care students are not immune to mental health challenges. An existing mental health crisis and a current climate of uncertainty and unrest call academic institutions to be proactive in providing services and environments that support student mental health and wellness. This mixed-methods study captured perceptions of more than 100 health care students from seven different professions including OT. Results can be used to inform campuswide interventions and enhancements. Primary Author and Speaker: Carol Lambdin-Pattavina Additional Authors and Speakers: Meghan Bowler, Maighan Leblanc, and Jana Montgomery

scholarly journals Developing an interprofessional transition course to improve team-based HIV care for Sub-Saharan Africa

2020 ◽  
Author(s):  
Elsie Kiguli-Malwadde ◽  
Jehan Z Budak ◽  
Evelyn Chilemba ◽  
Fred Semitala ◽  
Deborah Von Zinkernagel ◽  
...  
Keyword(s):  
Health Care ◽  
Curriculum Development ◽  
Professional Practice ◽  
Health Care Professionals ◽  
Health Professions ◽  
Sub Saharan Africa ◽  
Training Package ◽  
Service Training ◽  
Training Institutions ◽  
Sub Saharan

Abstract BackgroundWith funding from the United States Health Resources Service Administration (HRSA), a consortium of health professional training institutions from Africa developed HIV-specific, interprofessional, team-based educational resources to better support trainees during the transition period between pre-service training and professional practice.MethodsTen faculty members representing nine medical and nursing schools in sub-Saharan Africa (SSA) developed a training package of modules focused on core clinical, public health, interprofessional education (IPE), and quality improvement (QI) domains related to HIV service delivery. Curriculum development was informed by a rapid needs assessment of existing tools and future needs for HIV education across 27 SSA health professions training institutions. A total of 17 modules were developed, targeted at newly qualified health care professionals to be taught in a series of two-day workshops meant to complement existing institution specific HIV-curricula. ResultsBetween April and July 2019, a comprehensive case-based HIV training package was developed to support trainees in transition from pre-service training to independent professional practice. Each module, addressing different elements of interprofessional practice, was intended to be delivered in an interprofessional format. Thus far, 70 health professions training institutions in 14 countries have implemented the program; 547 educators facilitated STRIPE workshops, with a total of 5,027 learners trained between September 2019 and September 2020.ConclusionsTo our knowledge this is the first IPE HIV-specific curriculum explicitly focused on enhancing the quality of training provided to graduating health care professionals working in SSA. The collaborative, cross-institutional, interprofessional approach to curriculum development provides a benchmark for how best-practice approaches to education can be disseminated in SSA.

scholarly journals Developing an inter-professional transition course to improve team-based HIV care for Sub-Saharan Africa

2020 ◽  
Author(s):  
Elsie Kiguli-Malwadde ◽  
Jehan Z Budak ◽  
Evelyn Chilemba ◽  
Fred Semitala ◽  
Deborah Von Zinkernagel ◽  
...  
Keyword(s):  
Health Care ◽  
Curriculum Development ◽  
Professional Practice ◽  
Health Care Professionals ◽  
Health Professions ◽  
Sub Saharan Africa ◽  
Training Package ◽  
Service Training ◽  
Training Institutions ◽  
Sub Saharan

Abstract Background With funding from the United States Health Resources Service Administration (HRSA), a consortium of health professional training institutions from Africa developed HIV-specific, interprofessional, team-based educational resources to better support trainees during the transition period between pre-service training and professional practice.Methods Ten faculty members representing nine medical and nursing schools in sub-Saharan Africa (SSA) developed a training package of modules focused on core clinical, public health, interprofessional education (IPE), and quality improvement (QI) domains related to HIV service delivery. Curriculum development was informed by a rapid needs assessment of existing tools and future needs for HIV education across 27 SSA health professions training institutions. A total of 17 modules were developed, targeted at newly qualified health care professionals to be taught in a series of two-day workshops meant to complement existing institution specific HIV-curricula. Results Between April and July 2019, a comprehensive case-based HIV training package was developed to support trainees in transition from pre-service training to independent professional practice. Each module, addressing different elements of interprofessional practice, was intended to be delivered in an interprofessional format. Thus far, 70 health professions training institutions in 14 countries have implemented the program; 547 educators facilitated STRIPE workshops, with a total of 5,027 learners trained between September 2019 and September 2020.Conclusions To our knowledge this is the first IPE HIV-specific curriculum explicitly focused on enhancing the quality of training provided to graduating health care professionals working in SSA. The collaborative, cross-institutional, interprofessional approach to curriculum development provides a benchmark for how best-practice approaches to education can be disseminated in SSA.

scholarly journals Developing an interprofessional transition course to improve team-based HIV care for sub-Saharan Africa

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
E. Kiguli-Malwadde ◽  
J. Z. Budak ◽  
E. Chilemba ◽  
F. Semitala ◽  
D. Von Zinkernagel ◽  
...  
Keyword(s):  
Health Care ◽  
Curriculum Development ◽  
Professional Practice ◽  
Health Care Professionals ◽  
Health Professions ◽  
Sub Saharan Africa ◽  
Training Package ◽  
Service Training ◽  
Training Institutions ◽  
Sub Saharan

Abstract Background With funding from the United States Health Resources Service Administration (HRSA), a consortium of health professional training institutions from Africa developed HIV-specific, interprofessional, team-based educational resources to better support trainees during the transition period between pre-service training and professional practice. Methods Ten faculty members representing nine medical and nursing schools in sub-Saharan Africa (SSA) developed a training package of modules focused on core clinical, public health, interprofessional education (IPE), and quality improvement (QI) domains related to HIV service delivery. Curriculum development was informed by a rapid needs assessment of existing tools and future needs for HIV education across 27 SSA health professions training institutions. A total of 17 modules were developed, targeted at newly qualified health care professionals to be taught in a series of two-day workshops meant to complement existing institution specific HIV-curricula. Results Between April and July 2019, a comprehensive case-based HIV training package was developed to support trainees in transition from pre-service training to independent professional practice. Each module, addressing different elements of interprofessional practice, was intended to be delivered in an interprofessional format. Thus far, 70 health professions training institutions in 14 countries have implemented the program; 547 educators facilitated STRIPE workshops, with a total of 5027 learners trained between September 2019 and September 2020. Conclusions To our knowledge this is the first IPE HIV-specific curriculum explicitly focused on enhancing the quality of training provided to graduating health care professionals working in SSA. The collaborative, cross-institutional, interprofessional approach to curriculum development provides a benchmark for how best-practice approaches to education can be disseminated in SSA.

scholarly journals Developing competencies among health professions students related to the care of people with disabilities: a pilot study

2017 ◽  
Vol 22 (65) ◽  
pp. 551-563 ◽  
Author(s):  
Shamyr Sulyvan Castro ◽  
Michael Rowe ◽  
Luana Foroni Andrade ◽  
Eliana Goldfarb Cyrino
Keyword(s):  
Health Care ◽  
Pilot Study ◽  
Professional Practice ◽  
Learning Experiences ◽  
People With Disabilities ◽  
Health Professions ◽  
Two Phase ◽  
Health Care Students ◽  
Phase Study ◽  
Enhanced Learning

This is a two-phase study, the first was a literature review that aimed to identify a set of competencies for professional practice that would be relevant for the health care of People with disabilities (PwD). These competencies were then used to plan a thirty-hour multidisciplinary course for undergraduate health care students. The educational intervention led to improvements in the students’ learning experiences, including the development of empathy and knowledge related to the care of PwD, improved knowledge around accessibility, and an awareness of the need to humanize the care of PwD. Students reported enhanced learning experiences and an increase in knowledge related to the care of PwD, and also highlighted the need to humanize the care.

The application of virtual reality in health professions� digital education: a narrative review (Preprint)

2018 ◽  
Author(s):  
Lorraine Tudor Car ◽  
Bhone Myint Kyaw ◽  
Josip Car
Keyword(s):  
Virtual Reality ◽  
Professional Education ◽  
Health Professions ◽  
Health Professions Education ◽  
Narrative Review ◽  
Current Evidence ◽  
Future Research ◽  
Educational Content ◽  
Potential Applications

BACKGROUND Digital technology called Virtual Reality (VR) is increasingly employed in health professions’ education. Yet, based on the current evidence, its use is narrowed around a few most applications and disciplines. There is a lack of an overview that would capture the diversity of different VR applications in health professions’ education and inform its use and research. OBJECTIVE This narrative review aims to explore different potential applications of VR in health professions’ education. METHODS The narrative synthesis approach to literature review was used to analyse the existing evidence. RESULTS We outline the role of VR features such as immersion, interactivity and feedback and explain the role of VR devices. Based on the type and scope of educational content VR can represent space, individuals, objects, structures or their combination. Application of VR in medical education encompasses environmental, organ and micro level. Environmental VR focuses on training in relation to health professionals’ environment and human interactions. Organ VR educational content targets primarily human body anatomy; and micro VR microscopic structures at the level of cells, molecules and atoms. We examine how different VR features and health professional education areas match these three VR types. CONCLUSIONS We conclude by highlighting the gaps in the literature and providing suggestions for future research.

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