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https://www.readbyqxmd.com/read/28648264/position-of-the-academy-of-nutrition-and-dietetics-interprofessional-education-in-nutrition-as-an-essential-component-of-medical-education
#1
Lisa A Hark, Darwin Deen
It is the position of the Academy of Nutrition and Dietetics that registered dietitian nutritionists (RDNs) should play a significant role in educating medical students, residents, fellows, and physicians in practice. The more physicians learn about the effectiveness of nutrition for the prevention and treatment of noncommunicable diseases, the more likely they are to consult with RDNs and refer patients for medical nutrition therapy. The more interprofessional education that occurs between medical students, other health professional students, and RDNs, the more likely all health care professionals will understand and value the role of the RDN in improving the quality of care provided to patients...
July 2017: Journal of the Academy of Nutrition and Dietetics
https://www.readbyqxmd.com/read/28647742/interprofessional-collaborative-learning-experience
#2
Sang E Park, R Bruce Donoff, Fidencio Saldana
No abstract text is available yet for this article.
June 23, 2017: Medical Principles and Practice: International Journal of the Kuwait University, Health Science Centre
https://www.readbyqxmd.com/read/28638524/changing-spaces-and-learning-environments-to-improve-inpatient-interprofessional-education-for-internal-medicine-residents
#3
Daphne Lo, Neil Zhang, Kathryn Eubank, G Michael Harper, Michi Yukawa, Bridget O'Brien
No abstract text is available yet for this article.
June 2017: Journal of Graduate Medical Education
https://www.readbyqxmd.com/read/28637713/a-pilot-study-of-interprofessional-palliative-care-education-of-medical-students-in-the-uk-and-usa
#4
Amy Gadoud, Wei-Hsin Lu, Lisa Strano-Paul, Susan Lane, Jason W Boland
BACKGROUND: Educating medical students to care for patients at the end-of-life is increasingly recognised as an essential component of training. Traditionally, medical student programmes are run by doctors, but patient care is delivered by an interprofessional team. Our programmes in the UK and USA independently developed a teaching experience led by an interprofessional team of palliative care health professionals. OBJECTIVES: This study explores the palliative care health professionals' perceptions, regarding their unique role in medical student palliative care education...
June 21, 2017: BMJ Supportive & Palliative Care
https://www.readbyqxmd.com/read/28630507/analysis-of-the-student-experience-in-an-attending-pharmacist-model-general-medicine-advanced-pharmacy-practice-experience
#5
Teresa A O'Sullivan, Carmen Lau, Erin Sy, Hana Moogk, Stanley S Weber, Jennifer Danielson
Objective. To characterize and determine the quality of the student experience in an attending pharmacist model (APM). Methods. In-depth interviews were conducted with students completing an advanced pharmacy practice experience (APPE) at two general medicine services using the APM over a 2-year time period. Quantitative information about student learning and interprofessional interactions were extracted from student evaluations of the site. Data from the mixed model were analyzed to identify strengths of the APM and areas needing improvement...
May 2017: American Journal of Pharmaceutical Education
https://www.readbyqxmd.com/read/28625197/do-not-confuse-multidisciplinary-task-management-in-nursing-homes-with-interprofessional-care
#6
Giannoula Tsakitzidis, Sibyl Anthierens, Olaf Timmermans, Steven Truijen, Herman Meulemans, Paul Van Royen
Problem statement Little is known about how interprofessional healthcare providers in nursing homes work together. We know that interprofessional teamwork evolves from trial and error learning and so interprofessional collaboration has to be actively taught. This study aims to gain insights in the perception of professionals towards interprofessional collaboration in nursing homes and the factors that have an impact on interprofessional collaboration. Approach A qualitative descriptive methodology using focus group interviews and additional semi-structured interviews was performed...
June 19, 2017: Primary Health Care Research & Development
https://www.readbyqxmd.com/read/28619413/visiting-trainees-in-global-settings-host-and-partner-perspectives-on-desirable-competencies
#7
William Cherniak, Emily Latham, Barbara Astle, Geoffrey Anguyo, Tessa Beaunoir, Joel Buenaventura, Matthew DeCamp, Karla Diaz, Quentin Eichbaum, Marius Hedimbi, Cat Myser, Charles Nwobu, Katherine Standish, Jessica Evert
BACKGROUND: Current competencies in global health education largely reflect perspectives from high-income countries (HICs). Consequently, there has been underrepresentation of the voices and perspectives of partners in low- and middle-income countries (LMICs) who supervise and mentor trainees engaged in short-term experiences in global health (STEGH). OBJECTIVE: The objective of this study was to better understand the competencies and learning objectives that are considered a priority from the perspective of partners in LMICs...
March 2017: Annals of Global Health
https://www.readbyqxmd.com/read/28612407/pre-registration-interprofessional-clinical-education-in-the-workplace-a-realist-review
#8
Fiona Kent, Jacinta Hayes, Sharon Glass, Charlotte E Rees
CONTEXT: The inclusion of interprofessional education opportunities in clinical placements for pre-registration learners has recently been proposed as a strategy to enhance graduates' skills in collaborative practice. OBJECTIVES: A realist review was undertaken to ascertain the contexts, mechanisms and outcomes of formal interprofessional clinical workplace learning. METHODS: Initial scoping was carried out, after which Ovid MEDLINE, CINAHL and EMBASE were searched from 2005 to April 2016 to identify formal interprofessional workplace educational interventions involving pre-registration learners...
June 14, 2017: Medical Education
https://www.readbyqxmd.com/read/28590945/addressing-the-global-zika-epidemic-locally-an-interprofessional-model-of-universal-screening-at-one-center
#9
Rosha N Forman, Pooja K Mehta, Kettie R Louis, Molly K Finneseth, Christina D Yarrington
Escalating evidence for the fetal impact of Zika virus infection required a change in care by all prenatal providers. This article describes an effective model of rapid implementation of universal prenatal screening at one hospital and its network of community health centers for a large and diverse immigrant population exploring the challenges, experiences, and lessons learned. Implementation of national recommendations required a workflow change, challenging a system with a heterogeneity of settings and providers...
June 6, 2017: Journal of Perinatal & Neonatal Nursing
https://www.readbyqxmd.com/read/28587494/impact-of-information-and-communication-technology-on-interprofessional-collaboration-for-chronic-disease-management-a-systematic-review
#10
Neil Barr, Diana Vania, Glen Randall, Gillian Mulvale
Objectives Information and communication technology is often lauded as the key to enhancing communication among health care providers. However, its impact on interprofessional collaboration is unclear. The objective of this study was to determine the extent to which it improves communication and, subsequently, enhances interprofessional collaboration in chronic disease management. Methods A systematic review of academic literature using two electronic platforms: HealthSTAR and Web of Science (core collection and MEDLINE)...
January 1, 2017: Journal of Health Services Research & Policy
https://www.readbyqxmd.com/read/28580820/twelve-tips-for-medical-students-to-make-the-best-use-of-ward-based-learning
#11
Reshma Bharamgoudar, Aniket Sonsale
BACKGROUND: With a multitude of healthcare professionals willing to teach, a placement on a ward is an invaluable learning opportunity; yet as students, we often struggle to maximize this placements' potential. AIM: This article provides 12 tips for medical students to optimize their learning in a ward-based environment. METHODS: Current literature and personal experiences of the authors were used to develop the tips. RESULTS: The 12 tips are (1) prepare yourself, (2) identify knowledge, skills, and attributes, (3) engage in peer-to-peer learning, (4) get to know the interprofessional team, (5) talk to the patient first, (6) present findings and gain feedback, (7) tap into seniors' experience, (8) immerse yourself and be proactive, (9) check patient notes, (10) manage the clock, (11) enhance your CV, and (12) embrace the spirit of lifelong learning...
June 5, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28577813/a-power-experience-a-phenomenological-study-of-interprofessional-education
#12
Joyce Engel, Dawn Prentice, Karyn Taplay
The purpose of this supplementary analysis of a hermeneutic phenomenological study of the experience of interprofessional collaboration for nursing and medical students was to explore the experience of power that was threaded throughout the original study. Seventeen students participated in guided, face-to-face conversations in the original study (Prentice, Engel, Taplay, & Stobbe, 2014). Through the processes of deductive analysis and inductive reasoning, 2 themes of power emerged from these research conversations: (a) complicated knowledge is power and (b) the power and silence of intimidation...
May 2017: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
https://www.readbyqxmd.com/read/28566579/usefulness-of-interprofessional-education-tsurumai-meijo-ipe-in-program-collaborating-with-simulated-patients
#13
Aya Goto, Manako Hanya, Akira Yoshimi, Mizuki Uchida, Saori Takeuchi, Nobuko Aida, Mina Suematsu, Keiko Abe, Hiroki Yasui, Hiroyuki Kamei, Yukihiro Noda
 Collaboration with multiple healthcare professionals is important to provide safer and higher quality care. Interprofessional education (IPE) promotes the practice of team-based care. The establishment of Tsurumai-Meijo IPE, including interprofessional education and practice (IPEP) and video-teaching materials, was conducted in collaboration with school of medicine/nursing in Nagoya University and Fujita Health University, because Meijo University does not have its own clinical settings and faculties except for pharmacy...
2017: Yakugaku Zasshi: Journal of the Pharmaceutical Society of Japan
https://www.readbyqxmd.com/read/28562500/evaluation-of-the-diabetes-multidisciplinary-experiential-diamante-program-for-retail-pharmacists-a-mixed-method-study
#14
Melanie Yee Lee Siaw, Seng Wei Ang, Joyce Yu-Chia Lee
INTRODUCTION: The Diabetes, Multidisciplinary, Experiential (DIAMANTE) program was established to enhance collaboration between retail pharmacists and the diabetes care team in the health institutions through interprofessional education. This article describes the program and reports on an evaluation of its impact on attitudes, knowledge, and confidence of the participants in managing diabetic patients. METHODS: This study utilized a mixed-method design with focus group (FG), exit assessment, and survey...
April 2017: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/28561871/promoting-role-clarity-for-health-professional-students-participating-in-an-interprofessional-behavior-change-counseling-workshop
#15
JoAnne M Saxe, Kirsten Balano, Maria Wamsley, Midori Nakajima, Tina Brock
Interprofessional role clarity is linked to improving team collaboration and clinical care, yet there are barriers to implementing interprofessional curricula targeted to learner achievement of this competency. A behavior change counseling skills workshop for first-year advanced practice nursing (APN) (n=153) and third-year pharmacy (PharmD) (n=127) students was modified to include learning experiences for enhancing interprofessional role clarity. Students rated the importance of each profession's contributions in nine patient care activities before and after the workshop...
2017: Journal of Allied Health
https://www.readbyqxmd.com/read/28553153/interprofessional-education-development-not-for-the-faint-of-heart
#16
Deborah B Fahs, Linda Honan, Rosana Gonzalez-Colaso, Eve R Colson
Interprofessional education (IPE) has the potential to improve communication, collaboration and coordination of care, leading to improved health care outcomes. Promoting IPE has become an aim for many professional schools. However, there are challenges to implementing meaningful curricula that involve multiple health care professional schools. In this study, we outline 12 lessons learned when designing and implementing an Interprofessional Longitudinal Clinical Experience (ILCE) for 247 students from a School of Nursing, Medicine and Physician Associate Program in New England...
2017: Advances in Medical Education and Practice
https://www.readbyqxmd.com/read/28552638/interprofessional-education-in-pediatrics-child-protection-and-family-services-as-a-teaching-example
#17
Christine Straub, Marcus Krüger, Sebastian Bode
Interprofessional collaboration between different professional groups in the health care system is essential to efficient and effective patient care. Especially in pediatrics, in the field of child protection, and family services it is mandatory to involve experts from different health-care professions to optimize support for children and their families. Interprofessional education in medical schools and specifically in pediatrics is rare in Germany, but is called for by the German National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM)...
May 25, 2017: Annals of Anatomy, Anatomischer Anzeiger: Official Organ of the Anatomische Gesellschaft
https://www.readbyqxmd.com/read/28541111/interprofessional-learning-benefits-for-healthcare-teams-and-patients
#18
Ruth Stone
Ruth Stone, a final-year student at the University of East Anglia, describes her experiences of attending conferences and workshops on interprofessional learning.
May 25, 2017: British Journal of Nursing: BJN
https://www.readbyqxmd.com/read/28538445/a-national-survey-on-the-use-of-immersive-simulation-for-interprofessional-education-in-physical-therapist-education-programs
#19
Brad Stockert, Patricia J Ohtake
INTRODUCTION: There is growing recognition that collaborative practice among healthcare professionals is associated with improved patient outcomes and enhanced team functioning, but development of collaborative practitioners requires interprofessional education (IPE). Immersive simulation, a clinically relevant experience that deeply engages the learner in realistic clinical environments, is used increasingly for IPE. The purpose of this study was to assess the use of immersive simulation as a strategy for IPE in physical therapist (PT) education programs...
May 20, 2017: Simulation in Healthcare: Journal of the Society for Simulation in Healthcare
https://www.readbyqxmd.com/read/28537951/an-interprofessional-course-on-substance-use-disorders-for-health-professions-students
#20
Andrew J Muzyk, Chris Tew, Allie Thomas-Fannin, Sanjai Dayal, Reina Maeda, Nicole Schramm-Sapyta, Kathryn M Andolsek, Shelley Holmer
PROBLEM: Substance use disorders (SUDs) affect millions of Americans. Nevertheless, there is insufficient health care resource allocation for these patients. One reason may be the lack of education and training about SUDs in health professions programs. APPROACH: The authors developed a required, interprofessional SUDs course for health professions students completing a one-month psychiatry clerkship within the Duke University Health System starting in November 2015...
May 23, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
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