scholarly journals Use of Concept-Based eLearning Videos in Interprofessional Education

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Sahni S ◽  
Park SE
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Teaching And Learning ◽  
Interprofessional Relations ◽  
Health Care Team ◽  
Learning Goals ◽  
Learning Approaches ◽  
Review Of Literature ◽  
Educational Methodology ◽  
Harvard School

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.

scholarly journals Challenges to and Resources for Participation in Interprofessional Collaborative Practice: Perceptions of Collegiate Athletic Trainers

2019 ◽  
Vol 54 (1) ◽  
pp. 106-114
Author(s):  
Sarah A. Manspeaker ◽  
Dorice A. Hankemeier
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Health Care Systems ◽  
Athletic Trainers ◽  
Health Care Team ◽  
Collaborative Practice ◽  
College And University ◽  
Interprofessional Collaborative Practice ◽  
Care Systems ◽  
Collegiate Athletic Trainers

Context Health care systems are increasing their emphasis on interprofessional collaborative practice (IPCP) as a necessary component to patient care. However, information regarding the challenges athletic trainers (ATs) perceive with respect to participating in IPCP is lacking. Objective To describe collegiate ATs' perceptions of challenges to and resources for participation in IPCP. Design Qualitative study. Setting College and university. Patients or Other Participants The response rate was 8% (513 ATs [234 men, 278 women, 1 preferred not to disclose sex], years in clinical practice = 10.69 ± 9.33). Data Collection and Analysis Responses to survey-based, open-ended questions were collected through Qualtrics. A general inductive qualitative approach was used to analyze data and establish relevant themes and categories for responses. Multianalyst coding and an external auditor confirmed coding saturation and assisted in triangulation. Results Challenges were reported in the areas of needing a defined IPCP team structure, respect for all involved health care parties, and concerns when continuity of care was compromised. Communication was reported as both a perceived challenge and a resource. Specific resources seen as beneficial to effective participation in IPCP included communication mechanisms such as shared patient health records and educational opportunities with individuals from other health care professions. Conclusions As ATs become more integrated into IPCP, they need to accurately describe and advocate their roles, understand the roles of others, and be open to the dynamic needs of team-based care. Development of continuing interprofessional education opportunities for all relevant members of the health care team can help to delineate roles more effectively and provide more streamlined care with the goal of improving patient outcomes.

scholarly journals Interprofessional Education and the Health Care Team Challenge: An interview with Monash University paramedic student, Tegwyn Bath

2010 ◽  
Vol 8 (1) ◽  
Author(s):  
Brett Williams ◽  
Tegwyn Bath ◽  
Janice Chesters ◽  
Jill Thistlethwaite
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Health Care Team ◽  
Care Team

An interview with Monash University paramedic student, Tegwyn Bath about the Interprofessional Education and the Health Care Team Challenge.

scholarly journals Interprofessional education in health sciences: the University of Queensland Health Care Team Challenge

2009 ◽  
Vol 190 (8) ◽  
pp. 433-436 ◽  
Author(s):  
Rosalie A Boyce ◽  
Monica C Moran ◽  
Lisa M Nissen ◽  
Helen J Chenery ◽  
Peter M Brooks
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Health Care Team ◽  
Health Sciences ◽  
Care Team ◽  
Queensland Health ◽  
The University

scholarly journals Interprofessional education for physiotherapy, medical and dietetics students: a pilot programme

2013 ◽  
Vol 5 (1) ◽  
pp. 52 ◽  
Author(s):  
Sue Pullon ◽  
Eileen McKinlay ◽  
Louise Beckingsale ◽  
Meredith Perry ◽  
Ben Darlow ◽  
...  
Keyword(s):  
Health Care ◽  
New Zealand ◽  
Interprofessional Education ◽  
Chronic Condition ◽  
Interprofessional Relations ◽  
Interprofessional Practice ◽  
Survey Tool ◽  
Dietetics Education ◽  
Positive Attitudes ◽  
Survey Results

INTRODUCTION: Interprofessional education (IPE) has been shown to enhance interprofessional practice among health professionals. Until recently there has been limited opportunity to undertake such initiatives within existing pre-registration degree courses in New Zealand. AIM: This study aimed to test the feasibility of delivering an interprofessional component within existing health professional courses for medicine, physiotherapy and dietetics at the University of Otago, Wellington, New Zealand. METHODS: An interprofessional case-based course component (on chronic condition management) was developed by academic clinical teachers from schools of medicine, physiotherapy and dietetics at the same location. Evaluation was undertaken using a previously validated pre- and post-survey tool, to ascertain changes in attitude among students towards interprofessional practice, IPE and the effectiveness of health care teams. Focus groups were conducted with students and teachers. RESULTS: Survey results indicated pre-existing positive attitudes to interprofessional practice and education among students. There was a statistically significant increase in positive attitude towards such practice and education, and increased confidence in the effectiveness of heath care teams. Focus group findings were consistent with the survey results for students, and highlighted challenges experienced by the teachers. DISCUSSION: Students and teachers alike enjoyed the interprofessional interaction and benefited from a collaborative approach to chronic condition management. The timing and nature of learning activities and assessment methods created logistical challenges. Such course components have potential to improve collaborative practice and the quality and safety of health care among graduates. Interprofessional course components need to be equitable across disciplines and embedded in the unidisciplinary courses. KEYWORDS: Dietetics; education; interprofessional relations; medicine; New Zealand; physiotherapy; primary health care

scholarly journals Emerging Role of Clinical Preceptors (CPs) at a Private University, Karachi, Pakistan

2017 ◽  
Vol 5 (8) ◽  
pp. 46
Author(s):  
Jacqueline Maria Dias ◽  
Erum Lalwani ◽  
Amina Aijaz Khowaja ◽  
Yasmin Murad Mithani
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Low Income ◽  
Clinical Education ◽  
Teaching And Learning ◽  
Health Care Team ◽  
Low Income Country ◽  
Undergraduate Nursing

Clinical preceptors (CPs) play an integral role to prepare skilled, competent and caring student nurses to perform their future roles as members of the health care team. The aim of this study was to explore processes and effectiveness of the new role of clinical preceptors (CPs) in a low income country. A case study using Tellis (1997) approach was used. Data was collected from different viewpoints including, nursing administration, nursing services, co-faculty and students. The findings of the study will contribute to an in-depth understanding about the emerging role of CPs and operationalization of this role within the undergraduate nursing programme in Pakistan. The study findings endorse that CPs support clinical education of the nursing students’ provided there is mentorship and a program for teaching and learning. Through this case study the authors demonstrated the complexities and challenges of introducing a new role. Additionally, factors like institutional support, resources and mentorship are vital elements to support the new emerging role of CPs. It is envisioned that this new role can be replicated in other health care disciplines locally and regionally.

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