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https://www.readbyqxmd.com/read/27907982/learners-perspective-where-and-when-pre-residency-trainees-learn-more-to-achieve-their-core-clinical-competencies
#1
Eusang Ahn, Ducksun Ahn, Young-Mee Lee
PURPOSE: While it is known that effective clinical education requires active involvement of its participants, regular feedback, communication skills and interprofessional training, limited studies have been conducted in Korea that demonstrate how pre-residency trainees acquire their core clinical skills. This is a cross-sectional study of interns and students across a third-tier university hospital in Korea to examine where and when they acquire core clinical skills. METHODS: A total of 74 students and 91 interns were asked to participate in a closed-ended questionnaire, and 50 participants (20 students and 30 interns) were involved in semistructured individual interviews...
December 2016: Korean Journal of Medical Education
https://www.readbyqxmd.com/read/27896145/interprofessional-multiple-step-simulation-course-improves-pediatric-resident-and-nursing-staff-management-of-pediatric-patients-with-diabetic-ketoacidosis
#2
Linnea M Larson-Williams, Amber Q Youngblood, Dawn Taylor Peterson, J Lynn Zinkan, Marjorie L White, Hussein Abdul-Latif, Leen Matalka, Stephen N Epps, Nancy M Tofil
AIM: To investigate the use of a multidisciplinary, longitudinal simulation to educate pediatric residents and nurses on management of pediatric diabetic ketoacidosis. METHODS: A multidisciplinary, multiple step simulation course was developed by faculty and staff using a modified Delphi method from the Pediatric Simulation Center and pediatric endocrinology department. Effectiveness of the simulation for the residents was measured with a pre- and post-test and a reference group not exposed to simulation...
November 4, 2016: World Journal of Critical Care Medicine
https://www.readbyqxmd.com/read/27893917/collaborative-falls-prevention-interprofessional-team-formation-implementation-and-evaluation
#3
Kathie Lasater, Victoria Cotrell, Glenise McKenzie, William Simonson, Megan W Morgove, Emily E Long, Elizabeth Eckstrom
As health care rapidly evolves to promote person-centered care, evidence-based practice, and team-structured environments, nurses must lead interprofessional (IP) teams to collaborate for optimal health of the populations and more cost-effective health care. Four professions-nursing, medicine, social work, and pharmacy-formed a teaching team to address fall prevention among older adults in Oregon using an IP approach. The teaching team developed training sessions that included interactive, evidence-based sessions, followed by individualized team coaching...
December 1, 2016: Journal of Continuing Education in Nursing
https://www.readbyqxmd.com/read/27893907/patterns-and-perceptions-of-asynchronous-video-discussion-in-a-graduate-health-sciences-course
#4
Mollie Cummins, Naresh Sundar Rajan, Chad Hodge, Ramkiran Gouripeddi
BACKGROUND: Studies of graduate online education indicate a need for increased interaction among students and faculty. However, it can be challenging to foster a high level of scholarly interaction and engagement in fully online courses. The objective of this study was to evaluate student perceptions and participation patterns related to online, asynchronous video discussion in a graduate health sciences course. METHOD: An asynchronous video discussion was piloted in a 2014 interprofessional informatics course and students were subsequently surveyed to determine their perceptions of this approach...
December 1, 2016: Journal of Nursing Education
https://www.readbyqxmd.com/read/27893905/critical-care-interprofessional-education-exploring-conflict-and-power-lessons-learned
#5
Mary Louanne Friend, Richard D Friend, Cassandra Ford, Patrick J Ewell
BACKGROUND: The purpose of this mixed-methods study was to evaluate the effects of an innovative critical care interprofessional education intervention on prelicensure nursing and medical students at a large public university. The class provided opportunities for students to (a) explore stereotypes about each respective profession, (b) examine the occurrence and effects of interprofessional conflict in high-acuity areas, and (c) explore conflict resolution techniques while learning how to perform critical care procedures as a team...
December 1, 2016: Journal of Nursing Education
https://www.readbyqxmd.com/read/27882576/looking-and-listening-for-learning-in-arts-and-humanities-based-creations
#6
Lara Varpio, Pamela Grassau, Pippa Hall
CONTEXT: The arts and humanities are gradually gaining a foothold in health professions education as a means of supporting the development of future clinicians who are compassionate, critical and reflexive thinkers, while also strengthening clinical skills and practices that emphasise patient-centredness, collaboration and interprofessional practices. Assignments that tap into trainee creativity are increasingly used both to prepare learners for the demands of clinical work and to understand the personal and professional challenges learners face in these contexts...
November 23, 2016: Medical Education
https://www.readbyqxmd.com/read/27880080/anchoring-interprofessional-education-in-undergraduate-curricula-the-heidelberg-story
#7
Sarah Berger, Katja Goetz, Christina Leowardi-Bauer, Jobst-Hendrik Schultz, Joachim Szecsenyi, Cornelia Mahler
The ability of health professionals to collaborate effectively has significant potential impact on patient safety and quality-care outcomes, especially given the increasingly complex and dynamic clinical practice environments of today. Educators of the health professions are faced with an immediate challenge to adapt curricula and traditional teaching methods to ensure graduates are equipped with the necessary interprofessional competencies and (inter)professional values for their future practice. The World Health Organization's "Framework for action in interprofessional education (IPE) and collaborative practice" promotes IPE as a key strategy to enhance patient outcomes by preparing a "collaborative practice-ready health workforce...
November 23, 2016: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/27880073/an-interprofessional-health-assessment-program-in-rural-amateur-sport
#8
Sandra Grace, Rosanne Coutts
Effective interprofessional learning (IPL) in multisectoral collaborations such as those linking health services within communities can provide an authentic experience for students and also appears to be the most effective way to achieve health changes in targeted population groups. The aim of this study was to facilitate the IPL of students at a rural university in a multisectoral health assessment programme and to promote health in players of rural amateur sport. Two rural rugby league teams took part in three pre-season health assessments conducted by general medical practitioners, practice nurses, and nursing, osteopathy, and exercise science students...
November 23, 2016: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/27849424/learning-by-viewing-versus-learning-by-doing-a-comparative-study-of-observer-and-participant-experiences-during-an-interprofessional-simulation-training
#9
Marit Hegg Reime, Tone Johnsgaard, Fred Ivan Kvam, Morten Aarflot, Janecke Merethe Engeberg, Marit Breivik, Guttorm Brattebø
Larger student groups and pressure on limited faculty time have raised the question of the learning value of merely observing simulation training in emergency medicine, instead of active team participation. The purpose of this study was to examine observers and hands-on participants' self-reported learning outcomes during simulation-based interprofessional team training regarding non-technical skills. In addition, we compared the learning outcomes for different professions and investigated team performance relative to the number of simulations in which they participated...
November 16, 2016: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/27826161/are-pharmacy-students-learning-to-be-effective-collaborators-and-to-work-within-health-care-teams-through-our-interprofessional-education-initiatives
#10
(no author information available yet)
No abstract text is available yet for this article.
September 2016: Canadian Journal of Hospital Pharmacy
https://www.readbyqxmd.com/read/27800632/the-dnp-mph-dual-degree-an-innovative-graduate-education-program-for-advanced-public-health-nursing
#11
Kathy Shaw, Scott Harpin, Geraldine Steinke, Marilyn Stember, Marilyn Krajicek
Strong professional priorities, evolving Affordable Care Act requirements, and a significantly limited public health nursing workforce prompted the University of Colorado College of Nursing to collaborate with the School of Public Health to implement one of the first Doctor of Nursing Practice/Master of Public Health dual degree programs in the nation. Federal grant funding supported the development, implementation, and evaluation of this unique post-baccalaureate dual degree program, for which there were no roadmaps, models, or best practices to follow...
October 31, 2016: Public Health Nursing
https://www.readbyqxmd.com/read/27797631/interprofessional-education-and-practice-guide-no-8-team-based-interprofessional-practice-placements
#12
Margo L Brewer, Hugh Barr
Whilst interest in interprofessional learning (IPL) in practice contexts has grown in recent years, the complexities involved have led many universities to rely on IPL in the classroom, online, and/or simulated contexts. Curtin University's Faculty of Health Sciences has successfully implemented a multi-award winning, large-scale Interprofessional Practice Programme. This programme, which began with five small pilots in 2009, provides team-based interprofessional practice placements for over 550 students from nine professions per annum...
November 2016: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/27797630/interprofessional-immersion-use-of-interprofessional-education-collaborative-competencies-in-side-by-side-training-of-family-medicine-pharmacy-nursing-and-counselling-psychology-trainees
#13
Daubney Harper Boland, Mary Alice Scott, Helen Kim, Traci White, Eve Adams
While supported by the Affordable Care Act, in the United States, interprofessional training often takes place after healthcare providers graduate and are practicing in the field. This article describes the implementation and evaluation of an interprofessional training for graduate-level healthcare trainees. A group of interprofessional healthcare faculty provided a weeklong interprofessional immersion for doctoral-level healthcare trainees (n = 24) in Pharmacy, Counselling Psychology, Nursing, and Family Medicine residents...
November 2016: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/27797628/working-together-using-a-unique-approach-to-evaluate-an-interactive-and-clinic-based-longitudinal-interprofessional-education-experience-with-13-professions
#14
Britta M Thompson, Dale W Bratzler, Mark J Fisher, Amie Torres, Epic Faculty, Rhonda A Sparks
Interprofessional education (IPE) involving an interactive and longitudinal clinic experience at an inner-city charitable clinic from September to May 2013/2014 was evaluated. Pre-, mid-, and post-intervention data were collected from students in 13 different professions including medicine (medical and physician assistant), dentistry (dental and dental hygiene), nursing (undergraduate and clinical nurse specialist), public health, pharmacy, physical therapy, occupational therapy, nutritional sciences, speech and language pathology, and social work...
November 2016: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/27797627/-refreshed%C3%A2-reinforced%C3%A2-reflective-a-qualitative-exploration-of-interprofessional-education-facilitators-own-interprofessional-learning-and-collaborative-practice
#15
Sherryn Evans, Nicole Shaw, Catherine Ward, Alexa Hayley
While there is extensive research examining the outcomes of interprofessional education (IPE) for students, minimal research has investigated how facilitating student learning influences the facilitators themselves. This exploratory case study aimed to explore whether and how facilitating IPE influences facilitators' own collaborative practice attitudes, knowledge, and workplace behaviours. Sixteen facilitators of an online pre-licensure IPE unit for an Australian university participated in semi-structured telephone interviews...
November 2016: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/27790608/adapting-to-the-needs-of-the-public-health-workforce-an-integrated-case-based-training-program
#16
Shannon L Sibbald, Mark Speechley, Amardeep Thind
The goal of any public health education at the Masters level is to transmit knowledge and skills to meet current and future public health challenges. We suggest an innovative multi-modal approach to public health education using a case-based pedagogy combined with competency-based curriculum and a team-based approach to foster truly experiential learning. We describe each pedagogical approach in connection to the relevance of optimal methods for training public health professionals. Western University's Schulich Interfaculty Masters of Public Health (MPH) program (ON, Canada) provides a unique interprofessional education through case-based learning and competency-based curriculum...
2016: Frontiers in Public Health
https://www.readbyqxmd.com/read/27777668/clinical-and-educational-outcomes-of-an-integrated-inpatient-quality-improvement-curriculum-for-internal-medicine-residents
#17
Greg Ogrinc, Emily S Cohen, Robertus van Aalst, Beth Harwood, Ellyn Ercolano, Karyn D Baum, Adam J Pattison, Anne C Jones, Louise Davies, Al West
BACKGROUND : Integrating teaching and hands-on experience in quality improvement (QI) may increase the learning and the impact of resident QI work. OBJECTIVE : We sought to determine the clinical and educational impact of an integrated QI curriculum. METHODS : This clustered, randomized trial with early and late intervention groups used mixed methods evaluation. For almost 2 years, internal medicine residents from Dartmouth-Hitchcock Medical Center on the inpatient teams at the White River Junction VA participated in the QI curriculum...
October 2016: Journal of Graduate Medical Education
https://www.readbyqxmd.com/read/27769018/simulated-settings-powerful-arenas-for-learning-patient-safety-practices-and-facilitating-transference-to-clinical-practice-a-mixed-method-study
#18
Marit Hegg Reime, Tone Johnsgaard, Fred Ivan Kvam, Morten Aarflot, Marit Breivik, Janecke Merethe Engeberg, Guttorm Brattebø
Poor teamwork is an important factor in the occurrence of critical incidents because of a lack of non-technical skills. Team training can be a key to prevent these incidents. The purpose of this study was to explore the experience of nursing and medical students after a simulation-based interprofessional team training (SBITT) course and its impact on professional and patient safety practices, using a concurrent mixed-method design. The participants (n = 262) were organized into 44 interprofessional teams...
November 2016: Nurse Education in Practice
https://www.readbyqxmd.com/read/27767361/translation-and-psychometric-properties-of-the-german-version-of-the-university-of-the-west-of-england-interprofessional-questionnaire-uwe-ip
#19
Cornelia Mahler, Sarah Berger, Katherine Pollard, Johannes Krisam, Sven Karstens, Joachim Szecsenyi, Katja Krug
The implementation of a bachelor degree in Interprofessional Health Care at the University of Heidelberg, Germany, has fostered the need to evaluate the impact of this innovative programme. The University of the West of England Interprofessional Questionnaire (UWE-IP) was developed for longitudinal evaluation of an interprofessional curriculum. The UWE-IP consists of 35 items in four scales: "Communication and Teamwork Scale," "Interprofessional Learning Scale," "Interprofessional Interaction Scale," and "Interprofessional Relationships Scale...
October 21, 2016: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/27756294/measuring-interprofessional-competencies-and-attitudes-among-health-professional-students-creating-family-planning-virtual-patient-cases
#20
Eric Wong, Jasmine J Leslie, Judith A Soon, Wendy V Norman
BACKGROUND: The Virtual Interprofessional Patients-Computer-Assisted Reproductive Health Education for Students (VIP-CARES) Project took place during the summers of 2010-2012 for eight weeks each year at the University of British Columbia (UBC). Undergraduate health care students worked collaboratively to develop virtual patient case-based learning modules on the topic of family planning. The purpose of this study was to evaluate the changes in perception towards interprofessional collaboration (IPC) among the participants, before and after the project...
October 19, 2016: BMC Medical Education
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