Breaking the ice: Use of music improvisation to facilitate interprofessional communication

Eichorn, Naomi; Caplan, Jason P.; Levy, Marian; Zarn, Melissa; Moncrieff, Deborah; Sposto, Caroline; Hoffman, Joy

doi:10.1016/j.xjep.2020.100379

Cited by 1 publication

(1 citation statement)

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“…While students welcomed the opportunity to hear the perspectives of the other discipline, they found it challenging to negotiate conflicting opinions and manage the communicative exchange, with one MED asking, "Who captains the ship"? Perhaps this is part of the essential growing process, shifting beyond what Eichorn et al (2020) term as the 'uniprofessional lens' and broadening their understanding and appreciation of their future clinical selves within an interprofessional team. This shift can be challenging for students who, according to Vuurberg et al (2019, p.158), may have previously engaged in a "socialisation process and mono-disciplinary learning experiences [that] enforce professional boundaries and silos".…”

Section: Student Experience Of Ipementioning

confidence: 99%

Learning to swallow together: Medical and speech and language therapy student interprofessional learning about dysphagia

Kelly

Cronin

Hynes

et al. 2021

ACS

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BACKGROUND: Interprofessional education (IPE) is considered to be a necessary step in preparing the healthcare workforce for collaborative patient care. Dysphagia, a complex health condition, requires collaboration between disciplines such as medicine (MED) and speech and language therapy (SLT). Therefore, both disciplines must have a shared understanding of dysphagia management within the context of interprofessional care. OBJECTIVE: This study investigated MED and SLT students’ shared learning about dysphagia management following an IPE workshop. The student experience of IPE was also explored. METHODS: Fifty students participated in one 3-hour classroom-based IPE dysphagia workshop which was appraised through a questionnaire completed immediately before and following the workshop. Within- and Between-Group analysis evaluated change in knowledge about dysphagia management. Comments related to student learning experiences were examined using a qualitative description approach. RESULTS: 98%of students (24 MED; 25 SLT) completed pre- and post-workshop questionnaires. Wilcoxon Signed-Rank tests indicated statistically significant post-workshop growth in knowledge of symptoms (p < 0.001) and medical conditions (p < 0.001) related to dysphagia. Students reported increased confidence in their ability to identify dysphagia (p < 0.001). Greater understanding of interprofessional roles was observed post-workshop, notably nursing (p < 0.05), pharmacy (p < 0.05), occupational therapy (p < 0.05) and physiotherapy (p < 0.001). While recognised as beneficial to shared learning and appreciation of different discipline perspectives, both cohorts found IPE challenging. CONCLUSIONS: Classroom-based IPE is an appropriate approach for shared learning about complex health conditions which require interprofessional care. Including patient-facing activities would further enhance student learning. While students found IPE challenging, they identified several benefits related to their professional development.

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Section: Student Experience Of Ipementioning

confidence: 99%