The linkage between medical student readiness for interprofessional learning and interest in community medicine

Introduction: Simulation is commonly used by health and education institutions to facilitate interprofessional learning (IPL). The use of simulation in IPL is resource intensive. Evidence of what works, and with whom, is important to inform practice, policymaking and further research. The aim of this scoping review was to summarise the existing literature on IPL involving medical students, where simulation was the teaching modality. This review examined a variety of simulation-based interventions used to teach IPL to medical students and identified key features and outcomes. Methods: The databases Pubmed, Medline, EMBASE and PsychINFO were searched using the terms related to medical student and simulation combined with interprofessional. Included articles involved medical students alongside a student or practitioner from at least one other health profession taking part in at least one simulation session. Data extraction was performed by two authors using a standardised form. Results: It emerged that simulations of medical emergencies were the most common format to deliver IPL interventions. Most studies evaluated the success of their IPL intervention using the Readiness for Interprofessional Learning Scale (RIPLS). Conclusion: All studies were successful in improving student attitudes towards IPL and interprofessional collaboration when these were measured outcomes. Formal team training prior to simulation is effective in improving teamwork skills. IPL interventions with participants from a greater mix of professions have more positive results.

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KESIAPAN MAHASISWA MENGHADAPI ERA INTERPROFESSIONAL COLLABORATION MELALUI MODEL INTERPROFESSIONAL EDUCATION (IPE) DALAM PENANGANAN KASUS STUNTING

Testing Hearing ◽

10.35907/bgjk.v11i2.150 ◽

2020 ◽

Vol 11 (2) ◽

pp. 42-45

Author(s):

Syamsidar

Keyword(s):

Interprofessional Education ◽

Interprofessional Collaboration ◽

Sampling Technique ◽

P Value ◽

Research Subjects ◽

Cross Sectional ◽

Interprofessional Learning ◽

Student Readiness ◽

Before And After ◽

Cross Sectional Design

Interprofessional Education (IPE) is a collaborative practice between two or more health professions that mutually learn the role of each health profession and aims to improve collaboration skills and the quality of health services. This study aims to determine the readiness of Poltekkes Gorontalo Student in facing Interprofessional Collaboration through IPE simulations to solve Stunting case.This research is a quantitative study with cross sectional design through data collection using the Readiness Interprofessional Learning Scale questionnaire in Gorontalo Health Polytechnic environment from April to October 2019. The research subjects were Diploma III Students in Nursing, Midwifery and Nutrition in Final Semester. The sampling technique used is proportionate stratified random sampling. Instrument Measurement of student readiness using standard Readiness Interprofessional Learning Scale questionnaire instruments. The Data were analyzed through frequency distribution and Chi-Square.Based on quantitative data analysis shows that there is an increase in Student readiness before and after following the IPE simulation with p value = 0,000.

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Integrated medical student teaching. A combined course in community medicine, general practice, geriatrie medicine and mental health

Medical Education ◽

10.1111/j.1365-2923.1982.tb01074.x ◽

1982 ◽

Vol 16 (3) ◽

pp. 143-146 ◽

Cited By ~ 14

Author(s):

R. W. STOUT ◽

W. G. IRWIN

Keyword(s):

Mental Health ◽

General Practice ◽

Medical Student ◽

Student Teaching ◽

Community Medicine ◽

Medical Student Teaching

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Student readiness for interprofessional learning at a local university in South Africa

Nurse Education Today ◽

10.1016/j.nedt.2021.104995 ◽

2021 ◽

pp. 104995

Author(s):

G.C. Filies ◽

J.M. Frantz

Keyword(s):

South Africa ◽

Interprofessional Learning ◽

Student Readiness

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A Pilot Study Exploring the Impact of Interprofessional Simulation on Role Clarity and Student Readiness for Collaborative Clinical Practice

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2020.1934 ◽

2020 ◽

Author(s):

Shira Weiner ◽

Laura Hagan ◽

Julie Kardachi

Keyword(s):

Pilot Study ◽

Physical Therapy ◽

Occupational Therapy ◽

Focus Groups ◽

Interprofessional Collaboration ◽

Physical Therapy Students ◽

Role Clarity ◽

Interprofessional Learning ◽

Student Readiness ◽

The Impact

Purpose: Interprofessional collaboration is recognized as a healthcare practice paradigm that may decrease overall costs and minimize errors. Yet it remains common for practitioners to provide care within silos, inadequately considering the impact of their decisions on other providers and overall costs, which ultimately may negatively impact the patient. Integrating interprofessional collaboration in school curricula can establish the importance of this approach to healthcare. For optimal efficacy, every professional in the healthcare team must recognize their unique role and the roles of others, to allow for seamless interprofessional collaboration. Simulation is a teaching tool that provides students with the opportunity to experience and reflect upon their responses to real-world clinical encounters in an environment that is safe to them and to patients. The purpose of this pilot study was to investigate the effect of interprofessional simulation on occupational therapy and physical therapy students’ role clarity and perceived readiness for collaborative practice. Method: A mixed methods study design was used with occupational and physical therapy students matriculated in the same college. Two surveys were given to the participants pre- and post-interprofessional simulation: the Readiness for Interprofessional Learning Scale (RIPLS; evaluates student readiness for interprofessional learning) and the Interdisciplinary Education Perception Scale (IEPS; evaluates student perceptions of interprofessional training). Focus groups followed the interprofessional simulation to explore the subjects’ experience. Results: Statistically significant changes were noted in the RIPLS pre-post simulation. Five themes emerged from the focus groups including: students value simulation; students value interprofessional education; interprofessional experience facilitates an understanding of role clarity; teamwork has value and challenges; and, students value providing patient centered care. Conclusion: Simulation is a teaching resource that may prepare occupational therapy and physical therapy students for interprofessional collaboration in patient care. The results of this study can inform interprofessional curricular development for both occupational therapy and physical therapy programs.

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