scholarly journals Exploring interprofessional collaboration and attitudes of health sciences librarians

2020 ◽  
Vol 108 (3) ◽  
Author(s):  
Rachel J. Hinrichs ◽  
Caitlin J. Bakker ◽  
Tara J. Brigham ◽  
Emily C. Ginier ◽  
Gregg A. Stevens ◽  
...  
Keyword(s):  
Health Professional ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Health Professions ◽  
Health Sciences ◽  
Reading Program ◽  
Professional Students ◽  
Professional Careers ◽  
Positive Attitudes ◽  
Medical Library

Objective: This study assessed health sciences librarians’ attitudes toward interprofessional collaboration using the Interdisciplinary Education Perception Scale (IEPS) and gathered information on their involvement with interprofessional activities.Methods: The authors sent a survey to librarians in the Medical Library Association’s (MLA’s) Interprofessional Education Special Interest Group and Research Section consisting of the IEPS and questions about their prior and current experiences with interprofessional practice and education (IPE). We compared mean IEPS scores between each MLA group and several other demographic factors to assess differences in attitudes. We also compared librarians’ IEPS scores with those of previously published health professional students’ IEPS scores and thematically analyzed two open-ended questions.Results: Health sciences librarians’ scores on the IEPS indicated positive attitudes toward IPE. There were no statistically significant differences between any group. Health sciences librarians’ mean IEPS score was similar to the mean score of health professions students from a prior study. The most commonly reported interprofessional activity was teaching or facilitating learning activities for health professions students; fewer served on committees or engaged in non-curricular activities such as grand rounds and book clubs.Conclusion: Health sciences librarians in this study reported positive attitudes toward IPE, in line with the majority of other previously studied health professionals. Years of experience, previous health professional careers, and experience supporting IPE as a librarian had little bearing on the responses to the survey. This suggests that health sciences librarians have positive attitudes toward IPE, regardless of whether they directly support IPE programs or participate in interprofessional activities. This article has been approved for the Medical Library Association’s Independent Reading Program.

scholarly journals Awareness, Self-Use, Perceptions, Beliefs, and Attitudes toward Complementary and Alternative Medicines (CAM) among Health Professional Students in King Saud bin Abdulaziz University for Health Sciences Jeddah, Saudi Arabia

2020 ◽  
Vol 2020 ◽  
pp. 1-11
Author(s):  
Aslam Khan ◽  
Mohamed Eldigre Ahmed ◽  
Ahmed Aldarmahi ◽  
Syed Faisal Zaidi ◽  
Ahmad M. Subahi ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Health Professional ◽  
Educational Level ◽  
Health Sciences ◽  
Complementary And Alternative Medicines ◽  
Professional Students ◽  
Alternative Medicines ◽  
Positive Attitudes ◽  
Health Professional Students ◽  
Complementary And Alternative

Background. Around 75% of the world’s population relies on the use of complementary and alternative medicines (CAM) for their healthcare. Thus, we aimed at assessing the attitude and perception of health professional students about CAM and correlate the results with their demographical data. Methods. An observational cross-sectional study was conducted at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Jeddah, Saudi Arabia, by enrolling 350 students. A self-administered questionnaire was used for data collection. Descriptive and inferential statistical analysis was performed using SPSS. Results. Results of our data suggested that majority of students were aware of the CAM modalities and considered prayers/spirituality (83.6%), massage (72.5%), nutritional supplements (74.1%), cupping (68.5%), herbal medicine (66.2), and yoga (61.6%) as most effective and least harmful CAM modalities. The students acquired more information about CAM from media (55%), books (56%), friends/relatives (59.7%), and other health professionals (58.4%), however, very little information from formal CAM courses or training (36.7%), which shows the lack of courses and trained health professional in the field of CAM. Despite utilizing nonreliable sources of CAM information, the majority of students had positive attitudes and perceptions about CAM usage. Majority of the students (75.8%) believe in the use of CAM for the mental and spiritual aspect of health and think that CAM providers give good information on maintaining a healthy lifestyle. The data also showed a significant P<0.05 association between awareness about CAM and gender. A significantly higher percentage of female students were using yoga and aromatherapy, while cupping was mostly used by male students. Similarly, a significant association was found among the different colleges and level of students in most of the CAM modalities. However, no association was found between the awareness and use of CAM with the educational level of parents or relatives in health sector except for acupuncture and cupping, where student’s awareness about acupuncture and cupping was found to have a significant positive association with mother educational level. On the other hand, a significant inverse association was found between acupuncture, yoga, cupping, and aromatherapy with family income. Conclusion. In conclusion, despite the lack of proper courses and professionally trained healthcare providers in the field of CAM, students demonstrated positive attitudes and beliefs toward the safety and effectiveness of CAM.

scholarly journals Patients’ Messages as Educators in an Interprofessional Health Education Program

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Shelley Doucet ◽  
Heidi Lauckner ◽  
Sandy Wells
Keyword(s):  
Health Professional ◽  
Healthcare System ◽  
Professional Education ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Active Role ◽  
Health Professional Education ◽  
Professional Students ◽  
Health Professional Students ◽  
People First

Background: Patients have traditionally played a passive role in health professional education. Health Mentors Programs are new, innovative interprofessional education initiatives that involve "health mentors" (volunteer community patient educators), who share their experiences navigating the healthcare system with an interprofessional team of four health professional students. The purpose of this research was to explore what motivated the patient educators to participate in the Dalhousie Health Mentors Program and what messages they wanted to instill in health professional students.Methods: Data were collected through seven semi-structured focus groups (N = 29) and one individual interview (N = 1), which were recorded and transcribed verbatim. Qualitative inductive thematic analysis was used to identify key themes.Findings: Our study demonstrated that patients want to play an active role in educating health professional students with the hope of improving the healthcare system. The mentors wanted to convey to the students the importance of interprofessional collaboration, understanding patients are people first, listening to patients, and understanding the visible and invisible impacts of living with chronic conditions.Conclusions: If we expect our students to become competent in providing interprofessional, patient-centred care, it is important that we provide opportunities for patients to be actively involved in health professional education, as they have important messages that cannot be taught from a textbook.

scholarly journals Interprofessional collaboration between health sciences librarians and health professions faculty to implement a book club discussion for incoming students

2019 ◽  
Vol 107 (3) ◽  
Author(s):  
Jen Haley ◽  
Rebecca Carlson McCall ◽  
Meg Zomorodi ◽  
Lisa De Saxe Zerdan ◽  
Beth Moreton ◽  
...  
Keyword(s):  
Small Group ◽  
Interprofessional Education ◽  
Planning Process ◽  
Book Club ◽  
Interprofessional Collaboration ◽  
Health Professions ◽  
Steering Committee ◽  
Health Sciences ◽  
Lessons Learned ◽  
Book Discussion

Background: The following case example provides an overview of one innovative way to engage health professions faculty with health sciences librarians in the development of an interprofessional book discussion and identifies strategies to address implementation challenges. Academic health sciences librarians worked with the Interprofessional Education (IPE) Steering Committee to organize interprofessional book discussion groups for incoming health professions students. This inaugural book discussion brought together students and faculty of different disciplines to engage students in “learning from, with, and about” other professions.Case Presentation: When Breath Becomes Air, by Paul Kalanithi, allowed involved discussions on important health sciences issues. The project included outreach, designing pre- and post-surveys, scheduling participants, and communicating with all participants before, during, and after the event. A total of seventy-nine students and thirty-six faculty, representing all health professions schools, participated in the small group IPE book discussions over two weeks.Conclusions: Small group book discussions have been shown to be an effective tool to engage students and faculty in IPE. The results of the participant surveys were positive, and the IPE Steering Committee found value in including health sciences librarians throughout the process. Lessons learned from the pilot project include needing an efficient scheduling system, strongly communicating at all stages of the project, and starting the planning process months ahead of time. The IPE Steering Committee plans to conduct similar book discussions every fall semester moving forward and explore options for other IPE events.

scholarly journals The Journey of a Prescription: Authentic Interprofessional Education Simulation of the Patient and Prescription Flow through Prescriber and Dispenser

2019 ◽  
Author(s):  
James A Green ◽  
Jim Ross ◽  
Rhiannon Braund ◽  
Martyn Williamson ◽  
Tony Egan
Keyword(s):  
Health Professional ◽  
Interprofessional Education ◽  
Health Professions ◽  
Professional Roles ◽  
Medical Clinic ◽  
Professional Students ◽  
Flow Through ◽  
Health Professional Students

There is an increasing emphasis on interprofessional education for health professional students. However, exercises at the immersion level – where students are embedded in their professional roles – are challenging to design. We investigated the feasibility of running a series of simulated pharmacies alongside an existing simulated medical clinic. Students enjoyed the added authenticity of interprofessional simulation, but that this made them feel they had to represent their profession well. Simulation suites for different health professions should be co-located where possible.

scholarly journals A mixed methods approach to determine the climate of interprofessional education among medical and health sciences students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nabil Sulaiman ◽  
Youssef Rishmawy ◽  
Amal Hussein ◽  
Maha Saber-Ayad ◽  
Hamzah Alzubaidi ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Focus Group ◽  
Patient Care ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Study Cohort ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Positive Attitudes ◽  
Health Sciences Students

Abstract Background High-quality patient care is a complex phenomenon that requires collaboration among healthcare professionals. Research has shown that Interprofessional Education (IPE) carries promise to improve collaborative work and patient care. So far, collaboration among various health professionals remains a challenge. Very few focus group discussions to determine the medical students’ readiness and positive attitudes towards IPE have been reported from the Arabian context. Methods A two-staged sequential mixed methods study was conducted among medical, dental, pharmacy, and health sciences students of the University of Sharjah United Arab Emirates. The perspectives of students toward IPE and collaborative practice were first gathered by administering a validated instrument, Readiness for Interprofessional Learning Scale (RIPLS). This was followed by focused group discussions. A quantitative as well as a qualitative data analysis was performed. Results This study cohort included 282 students. All respondents showed readiness to adopt IPE as all statements of the RIPLS inventory scored high median scores. All participants showed positive attitudes and readiness towards IPE. Three main domains of themes were generated from focus group discussions; prior knowledge, need for IPE framework and its implementation. Information workload, lack of clarity and less focused teaching pedagogies of IPE were considered as perceived barriers. Conclusion This study demonstrated a substantial agreement of medical and health sciences students towards readiness and perceived effectiveness of IPE. Educators are urged to embed new IPE programs into existing curricular frameworks, which can potentially enhance collaborative learning and improve quality of patient care.

scholarly journals A Comparative Review of Canadian Health Professional Education Accreditation Systems

2006 ◽  
Vol 36 (1) ◽  
pp. 79-102 ◽  
Author(s):  
Vernon R. Curran ◽  
Lisa Fleet ◽  
Diana Deacon
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Professional Education ◽  
Interprofessional Education ◽  
Health Professions ◽  
Educational Process ◽  
Health Professional Education ◽  
Care Providers ◽  
Comparative Review ◽  
Canadian Health

Canadian governments and various stakeholder groups are advocating greater interprofessional collaboration amongst health care providers as a fundamental strategy for enhancing coordination and quality of care in the health care system. Interprofessional education for collaborative patient-centred practice (IECPCP) is an educational process by which students/learners (or workers) from different health professions learn together to improve collaboration. The educational system is believed to be a main determinant of interprofessional collaborative practice, yet academic institutions are largely influenced by accreditation, certification and licensure bodies. Accreditation processes have been linked to the continuous improvement of curricula in the health professions, and have also been identified as potential avenues for encouraging educational change and innovation. The purpose of this paper is to summarize the characteristics of the national accreditation systems of select Canadian health professional education programs at both the pre- and post-licensure educational levels and to show how these systems support and/or foster IECPCP. A review of the educational accreditation systems of medicine, nursing, pharmacy, social work, occupational therapy and physiotherapy was undertaken through key informant interviews and an analysis of accreditation process documentation. The results of this comparative review suggest that accreditation systems are more prevalent across the health professions at a pre-licensure level. Accreditation at the post- licensure level, particularly at the continuing professional education level, appears to be less well established across the majority of health professions. Overall, the findings of the review also suggest that current accreditation systems do not appear to promote nor foster interprofessional education for collaborative patient-centred practice in a systematic manner through either accreditation processes or standards. Through a critical adult learning perspective we argue that in order for traditional uni-professional structures within the health professional education system to be challenged, the accreditation system needs to place greater value on interprofessional education for collaborative patient-centred practice.

scholarly journals Improving Cultural Competency: A Patient-Centered Approach to Interprofessional Education and Practice in a Veterans Healthcare Facility

2018 ◽  
Vol 7 (4) ◽  
pp. 157
Author(s):  
Margaret Brommelsiek ◽  
Jane A. Peterson ◽  
Sarah Knopf Amelung
Keyword(s):  
Health Professional ◽  
Cultural Competency ◽  
Interprofessional Education ◽  
Care Delivery ◽  
Healthcare Facility ◽  
Military Culture ◽  
Veterans Health ◽  
Professional Students ◽  
Knowledge And Attitudes ◽  
Health Professional Students

Background/Objective: Competency in health professions education when separated from culture is a ‘detached mastery’ of a discreet skill; there are no values considered, no human behind the understanding. This can result in an uneven understanding, proficiency, and commitment concerning individuals’ cultural differences. To increase cultural competency and improve care delivery to veterans, health professional students, participated in an interprofessional education immersion with clinical practicum at a Veteran’s Administration primary care clinic.Methods: Fifty-four graduate students from nursing, clinical psychology, pharmacy and social work participated in an interprofessional education course on military culture. Students’ knowledge and attitudes concerning veterans were evaluated at the start and end of the 8-week immersion course.Results: In both the Knowledge Assessment, a 10-item survey covering the core aspects of the course content, and Health Professionals’ Attitudes Toward Veterans Scale, student knowledge and attitudes improved relating to veterans care.Conclusions: Veterans seeking care in veterans’ and civilian facilities require a culturally competent health professional workforce. Interprofessional education coursework specifically focused on veterans and military culture has shown promise in increasing knowledge and compassion in health professional students working with veteran patients. 

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