A team approach to an undergraduate interprofessional communication course

Doucet, Shelley; Buchanan, Judy; Cole, T J; McCoy, Carolyn

doi:10.3109/13561820.2012.743978

Cited by 7 publications

(13 citation statements)

References 3 publications

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“…The quality criteria related to sampling, data collection, data analysis, and results were not applicable in more than half of the studies [ 45 – 49 , 54 – 57 ]. Ten of the studies did not mention whether the IPE program was supported financially [ 30 , 47 – 49 , 51 , 54 – 58 ]. Finally, in 14 studies, the authors did not state whether any conflicts of interest existed [ 30 , 45 – 51 , 53 – 57 ].…”

Section: Resultsmentioning

confidence: 99%

Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review

2022

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Background Although most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students’ acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches. Methods The systematic review was performed in 2020 with three databases: PubMed, Science Direct, and the Cochrane Library. Titles and abstracts were included based on pre-identified eligibility criteria. We used the article entitled ‘Systematic reviews in medical education: a practical approach: AMEE guide 94’ as the basis to establish the aim and methods of the current systematic review from 2010 to 2019. Results We found 16 articles that met the inclusion criteria and reported the implementation process of IPE in universities from Western, Asian, and African countries. A combination of at least two teaching and learning approaches was used to deliver IPE. The findings indicated that of all the teaching and learning approaches, simulation-based education, e-learning, and problem-based learning were the most prevalent approaches used to deliver IPE. This systematic review also revealed a lack of IPE programmes in the Middle East region. Conclusions The evidence synthesised in the current systematic review could support IPE curriculum planners and educators when planning an IPE programme. More global IPE initiatives are required to meet the global health workforce needs. Further studies are required to identify the effectiveness of the different teaching and learning approaches in the development of IPE competencies.

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Section: Resultsmentioning

confidence: 99%

Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review

2022

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“…Thus, it is not too late to start to think of how patients could be included more effectively within our healthcare delivery. In the literature a number of current examples can be found of undergraduate interprofessional opportunities available to students (Doucet et al, 2013;Fortugno, Chandra, Espin, & Gucciardi, 2013;Mellor, Cottrell, & Moran, 2013;Neville, Petro, Mitchell, & Brady, 2013). However, although this is a growing trend, currently patient stories of experience are not yet widely used for teaching students about interprofessional care, teams, or competencies.…”

Section: Educationmentioning

confidence: 99%

“…Thus, education of students about interprofessional competencies could start early on within their educational paths so that when they enter the practice setting, at least they would have had exposure to the meaning of working interprofessionally. For example, Doucet, Buchanan, Cole, and McCoy (2013) describe a teamtaught course on interprofessional communication delivered to upper level undergraduate students. Within this course fundamental communication skills were taught along with interprofessional competencies, which were woven into weekly discussions and assignments (Doucet et al, 2013).…”

Section: Educationmentioning

confidence: 99%

“…For example, Doucet, Buchanan, Cole, and McCoy (2013) describe a teamtaught course on interprofessional communication delivered to upper level undergraduate students. Within this course fundamental communication skills were taught along with interprofessional competencies, which were woven into weekly discussions and assignments (Doucet et al, 2013). Students developed an understanding of what interprofessional communication is and what competencies they need to fulfill when working within interprofessional teams.…”

Section: Educationmentioning

confidence: 99%

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Patients’ Experiences of Interprofessional Care: A Narrative Inquiry

Aksenchuk¹

2023

Preprint

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Interprofessional care (IPC) has been discussed in the literature as having the ability to lower health care expenditures, decrease wait times, enhance patient health outcomes and increase healthcare provider satisfaction with care-delivery. To date, limited research has been conducted to develop an in depth understanding of patients’ experiences receiving IPC. Using Connelly and Clandinin’s Narrative Inquiry qualitative research approach, three participants were interviewed and asked to engage in a metaphor selection drawing exercise. Participants were invited to describe how they experienced IPC and whether or not they believe person-centered care was delivered to them. Collected stories were analyzed as per Narrative Inquiry approach of three dimensional space: temporality, sociality and place. The National Canadian Interprofessional Competency Framework provided the theoretical lens through which the stories were examined. Along with giving voice to patients, three narrative threads emerged within this study: communication, patient within interprofessional team and interprofessional team members.

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“…Las habilidades interpersonales y de comunicación son aplicables en campos profesionales que van desde la psicología y el trabajo social hasta la patología del habla y la medicina (Doucet et al, 2013). La mayoría de los planes de estudio de estos grados recogen la instrucción en habilidades de ayuda interpersonal; esto es, estrategias de comunicación que demuestran la atención, el interés, la comprensión y la capacidad de ayuda.…”

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Habilidades comunicativas y de relación en la educación superior de disciplinas dirigidas al asesoramiento

Naranjo

Robles‐Bello²

2021

RIED

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Las habilidades comunicativas y de relación son relevantes en la actividad académica y profesional en carreras dirigidas a la ayuda de otros. La planificación de actividades formativas dirigidas a la interacción con otros (ej. pares) facilita la adquisición de estas habilidades, especialmente cuando se impulsa mediante la retroalimentación juicios evaluativos más ajustados y la regularización del proceso de aprendizaje. Disponer de instrumentos que faciliten una retroalimentación eficaz contribuye a la planificación de estas tareas formativas, herramientas que deben informar de habilidades que participan en el asesoramiento. Además, facilitan la evaluación eficiente de la adquisición y aprendizaje de amplios grupos de alumnos. Uno de esos instrumentos puede ser el Cuestionario de Habilidades Comunicativas (HABICOM). En este trabajo, se examinaron diversos aspectos metodológicos relacionados con el uso de instrumentos de evaluación de las habilidades comunicativas en situaciones de interacción. Los resultados obtenidos en los objetivos propuestos sugieren que: (1) El análisis factorial confirmatorio indica que la estructura factorial del HABICOM y niveles de fiabilidad y validez son aceptables una vez se eliminan algunos ítems; (2) Estas habilidades auto-percibidas son similares en alumnos de Psicología y Trabajo Social; (3) Existe relación en la percepción de las habilidades comunicativas mostradas durante la interacción en un formato auto-aplicado o hetero-aplicado; (4) La percepción del compañero medida con el HABICOM correlaciona con la percepción de las habilidades de ayuda durante la interacción; (5) El análisis de las habilidades del alumno mediante video se relaciona con las habilidades identificadas por el compañero.

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A team approach to an undergraduate interprofessional communication course

Cited by 7 publications

References 3 publications

Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review

Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review

Patients’ Experiences of Interprofessional Care: A Narrative Inquiry

Habilidades comunicativas y de relación en la educación superior de disciplinas dirigidas al asesoramiento

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