Use of Concept-Based eLearning Videos in Interprofessional Education

The purpose of the articles was to describe a narrative review of literature for Concept-based eLearning, which was introduced in the predoctoral interprofessional education (IPE) curriculum to teach key transferable ideas and to consider the context of dental care in the spectrum of comprehensive patient care. The COVID -19 pandemic has further presented a disruption to the usual curriculum, and time to rethink and redesign the interprofessional education course at Harvard School of Dental Medicine (HSDM) with new pedological methods. Concept-based eLearning videos were incorporated into the interprofessional educational courses in order to advance the teaching and learning approaches. It was an attempt to provide student-focused teaching strategies which not only gave students the flexibility to learn at their own pace but also aimed at helping them increase retention and synthesize and apply knowledge. Concept videos were targeted at learning goals and were kept brief and conversational to enhance engagement. The concept-based eLearning facilitated an environment to assist students in developing awareness of interprofessional relations and communications within the health care team. Continued development and evaluation of the concept-based eLearning videos are essential in addition to faculty development efforts to support the new educational methodology.

France: Civil-Military Relations in the Antiterrorist Frame

French civil–military relations are usually described as an example of subordination of the military command to political authorities. This subordination is the legacy of the mutual distrust inherited from the “events” in Algeria and, more specifically, the coups in Algiers in 1958 and 1961 that gave birth to the current Fifth Republic. With the end of the Cold War, civil–military relations have rebalanced to the benefit of general officers because of the increasingly technical nature of external interventions and the consolidation of interprofessional relations with diplomats and industrial networks, facilitating the return of some officers into decision-making circuits. After this functional reintegration, the antiterrorist framing, both outside of the country (Opération Serval in January 2013 in Mali) and within France’s borders (Opération Sentinelle , which followed the 2015 terrorist attacks in Paris), seems to recast the military as the forge of the national community. The evolution of the political uses of the military forces in France shows how ambivalent the antiterrorist resources are in the contemporary civil–military game.

Perceptions of the Podiatric Medicine Profession: A Survey of Medical Students in Philadelphia, Pennsylvania

Background Medical students (MSs) in allopathic and osteopathic medical programs may not be adequately exposed to the role of podiatric physicians and surgeons in health care. We explored perceptions of the specialty field of podiatric medicine from the perspective of MSs in the Philadelphia, Pennsylvania, area. Methods In this cross-sectional survey study, responses regarding podiatric education and scope of practice were collected via a 16-question, self-reported, anonymous online survey distributed to MSs at one osteopathic and three allopathic medical schools in the Philadelphia area. Inferences and conclusions were drawn from the percentages of respondents. Statistical analyses for school of attendance, year of study, and physician relative subgroups were performed. Results The 129 survey responses obtained revealed misunderstandings regarding podiatric education and training. Only 45.7% correctly answered that podiatric medical students do not take the United States Medical Licensing Examination. The results also showed the perception of podiatry in a positive light, with approximately 80% of respondents agreeing that the term doctor is applicable when referring to a podiatrist. Respondents with a physician relative were more likely to rate podiatry's role in health care higher on a scale from 0 (inessential) to 5 (equivalent to MDs/DOs) than those without a physician relative. Conclusions The results of this preliminary survey were generally positive and optimistic while also identifying some misconceptions regarding MS perceptions of podiatric medical training and scope of practice. Further studies are needed to evaluate perceptions of podiatry from the perspective of other members of the health-care team to improve interprofessional relations and understanding.

Educação Interprofissional em Saúde: análise bibliométrica da produção científica nacional

Educação interprofissional (EIP) é uma abordagem pedagógica importante nos currículos da saúde por buscar preparar os estudantes para o cuidado em um ambiente de equipe colaborativa. Este artigo propôs-se a realizar uma análise bibliométrica da produção científica em relação à EIP em saúde no Brasil, de 2012 a 2017. A pesquisa foi realizada na base de dados da Biblioteca Virtual em Saúde (BVS). Como descritor controlado foi utilizado o termo ‘Relações interprofissionais/ Interprofessional Relations’ e como descritores não controlados ‘Educação Interprofissional/ Interprofessional Education’, ‘Aprendizado Colaborativo/ Collaborative Learning’ e ‘Trabalho em Equipe/ Teamwork'. Na busca, esses descritores foram combinados e acrescidos do operador boleano ‘AND’. Foram analisadas 46 publicações (37 artigos, 6 dissertações, 3 teses). Os primeiros autores eram brasileiros, vinculados a Instituições de Ensino Superior público (78,2%). Periódicos da Enfermagem, Saúde Pública e Educação, Qualis B, se destacaram entre os artigos analisados. Os estudos mais frequentes foram os de abordagem qualitativa (61%), realizados na região Sudeste (58,7%), cujos participantes foram profissionais da saúde (23,9%) e estudantes de graduação, atualização, especialização e residência (19,5%). A ‘associação de técnicas’ (24%), seguida pela entrevista semiestruturada (21,7%) foram as técnicas de coleta de dados mais observadas. Análise de conteúdo foi citada em 41,3% das publicações como a forma de análise dos dados. Esses estudos tratavam de experiências de EIP voltadas ao ensino na saúde (45,6%), EIP nos serviços de Atenção Primária à Saúde (23,9%), e EIP nos espaços de ambulatório e hospital (15,1%). Seis publicações apresentaram fonte de financiamento. Pesquisas sobre EIP são incipientes no país, devendo ser ampliadas e qualificadas.

Development and Implementation of Interprofessional Relations Between a College of Pharmacy and Osteopathic Residency Programs in a Community Teaching Hospital

Background: Team-based health care optimizes patient outcomes, and therefore, both interprofessional education (IPE) and interprofessional relations (IPR) are required in health professions education, postgraduate training, and real-world clinical practice. Existing literature describes progressive developments and assessments of IPE in colleges of pharmacy and medicine; however, there are fewer reports describing processes or projects that foster physician-pharmacist IPR in clinical practices without established interprofessional collaborations. Objectives: The primary objective was to establish IPR between pharmacists and osteopathic residents in a community teaching hospital. The secondary objective was to innovate the delivery of pharmacotherapeutic content delivered to the residents during their didactic lecture series by providing active learning strategies. Methods: This report describes a project wherein college of pharmacy faculty developed IPR with osteopathic residents in a community teaching hospital that previously did not have any established physician-pharmacist IPR. Osteopathic medical residents completed a post-implementation survey after they attended a 12-month series of didactic lectures that incorporated active learning delivered by pharmacist faculty. Results: Sixty-six residents were eligible to complete the survey; 20 residents completed the survey. Eighteen residents believed that both physicians and pharmacists should be educated to establish IPR and that it should be included in professional, graduate, and continuing education settings for both professions. Sixteen residents believed that the active learning techniques employed by college of pharmacy faculty were useful for IPR. Conclusions: Physician-pharmacist IPR may be achievable in settings where IPR was previously sparse. Shared interests, adherence, and innovations in IPR frameworks are essential for developing physician-pharmacist IPR.

Relational processes in an interdisciplinary team of psychosocial attention

RESUMOObjetivo: conhecer os processos relacionais em uma equipe interdisciplinar de um Centro de Atenção Psicossocial. Método: trata-se de um estudo qualitativo, descritivo e exploratório realizado com nove trabalhadores de um Centro de Atenção Psicossocial, por meio de cinco sessões de grupo focal, tratando-se os dados pela técnica de Análise de Conteúdo, na modalidade Análise Temática. Resultados: emergiram-se as categorias “Características do processo inter-relacional da equipe” e “Processo comunicacional da equipe”. Conclusão: reconheceu-se, pelos participantes do estudo, que o relacionamento na equipe se deve aos bons vínculos, à troca de afetos, à corresponsabilização pelo trabalho e à confiança mediada pela comunicação interpessoal, artefatos básicos para o trabalho em conjunto e benéficos para a prestação de cuidado aos usuários. Descritores: Saúde Mental; Relações Interprofissionais; Equipe de Assistência ao Paciente; Ambiente de Trabalho; Centros de Atenção Psicossocial; Enfermagem. ABSTRACT Objective: to recognize the relational processes in an interdisciplinary team of a Psychosocial Care Center. Method: this is a qualitative, descriptive and exploratory study conducted with nine staffs of a psychosocial care center, by means of five sessions of focal group, since it is the data by Content Analysis technique, in the modality of Thematic Analysis. Results: the emerged categories “Characteristics of inter-relational process of team” and “Communicational process of the team”. Conclusion: it was acknowledged, by the participants in this study, that the relationship in the team is due to the good bonds, the exchange of affections, to co-responsabilization for the work and the trust mediated by interpersonal communication, basic artifacts to work together and beneficial for the provision of care to users. Descriptors: Mental Health; Interprofessional Relations; Patient Care Team; Working Environment; Psychosocial Health Services; Nursing. RESUMEN Objetivo: conocer los procesos relacionales en un equipo interdisciplinario de un centro de atención psicosocial. Método: este es un estudio de tipo cualitativo, descriptivo y exploratorio realizado con nueve empleados de un centro de atención psicosocial, por medio de cinco sesiones de grupo focal, ya que es la técnica de análisis de contenido de datos, en la modalidad de análisis temático. Resultados: las categorías que surgieron fueron: “Características de inter-proceso relacional de equipo” y “Proceso comunicacional del equipo”. Conclusión: no fue reconocido por los participantes en el estudio, que la relación en el equipo se debe a los buenos bonos, el intercambio de los afectos, a co-responsabilización del trabajo y de la confianza, la comunicación interpersonal mediada por artefactos básicos para trabajar juntos y beneficiosa para la prestación de atención a los usuarios. Descriptores: Salud Mental; Relaciones Interprofesionales; Grupo de Atención al Paciente; Ambiente de Trabajo; Servicios de Salud Psicosocial; Enfermería.