Building an interfaculty interprofessional education curriculum: What can we learn from the Université Laval experience?

Milot, Élise; Dumont, Serge; Aubin, Michèle; Bourdeau, Gisèle; Azizah, Ginette Mbourou; Picard, Louise; St-Germain, Daphney

doi:10.4103/1357-6283.161896

Cited by 15 publications

(21 citation statements)

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“…With the emphasis on clinical activities, announcements emailed about participating in these events may easily be overlooked. This further reinforces the work at Laval University and the importance of strong prioritization of IPE activities by senior leaders ( 8 ).…”

Section: Discussionsupporting

confidence: 79%

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Faculty attitudes about interprofessional education

Dallaghan

Hoffman

Lyden³

et al. 2016

Medical Education Online

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BackgroundInterprofessional education (IPE) is an important component to training health care professionals. Research is limited in exploring the attitudes that faculty hold regarding IPE and what barriers they perceive to participating in IPE. The purpose of this study was to identify faculty attitudes about IPE and to identify barriers to participating in campus-wide IPE activities.MethodsA locally used questionnaire called the Nebraska Interprofessional Education Attitudes Scale (NIPEAS) was used to assess attitudes related to interprofessional collaboration. Questions regarding perceived barriers were included at the end of the questionnaire. Descriptive and non-parametric statistics were used to analyze the results in aggregate as well as by college. In addition, open-ended questions were analyzed using an immersion/crystallization framework to identify themes.ResultsThe results showed that faculty had positive attitudes of IPE, indicating that is not a barrier to participating in IPE activities. Most common barriers to participation were scheduling conflicts (χ4,2852=19.17, p=0.001), lack of department support (χ4,2852=10.09, p=0.039), and lack of awareness of events (χ4,2852=26.38, p=0.000). Narrative comments corroborated that scheduling conflicts are an issue because of other priorities. Those who commented also added to the list of barriers, including relevance of the activities, location, and prior negative experiences.DiscussionWith faculty attitudes being positive, the exploration of faculty's perceived barriers to IPE was considered even more important. Identifying these barriers will allow us to modify our IPE activities from large, campus-wide events to smaller activities that are longitudinal in nature, embedded within current curriculum and involving more authentic experiences.

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Section: Discussionsupporting

confidence: 79%

“…The delivery of IPE requires multiple levels of support within educational institutions, from administration to faculty ( 1 , 7 , 8 ). While administration provides the framework, it is the faculty who provides the front line instruction of IPE ( 1 ).…”

mentioning

confidence: 99%

Faculty attitudes about interprofessional education

Dallaghan

Hoffman

Lyden³

et al. 2016

Medical Education Online

View full text Add to dashboard Cite

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“…A key lesson learned from our study is that even with modest resources and modest progress towards IPE an assessment can serve as a starting point from which to launch and engage faculty for further IPE initiatives. Milot et al, recommended that IPE curricular development should include interprofessional faculty teams, flipped classroom approaches, and an independent e-learning phase to engage students with faculty in IPE settings [11].…”

Section: Discussionmentioning

confidence: 99%

Study of Attitudes towards Interprofessional Education, Team Works and Their Barriers – Based on Survey from Mongolian National University of Medical Sciences Faculties

Baatar,

Sandag,

Nyamjav

2018

Cent. Asian j. Med. Sci.

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Objectives: Purpose of this study was to determine the current attitudes of the faculty who are responsible for training of future healthcare professionals. Methods: A descriptive, cross-sectional design was used to survey participants from a convenience sample of faculty at a large public health sciences university located the capital city of Mongolia. The colleges represented were medicine, dentistry, nursing, pharmacy, public health, biomedicine and traditional medicine. Attitudes towards the various aspects of interprofessional education and learning were measured using surveys. Results: The attitude towards interprofessional health care teams was determined by the responses to 14 statements. The score for interprofessional health care teams for all respondents was 4.1±0.10 (mean±SD). The attitude towards interprofessional education was determined by summing the responses to 15 statements and the score for all respondents was 3.83±0.10. The attitude towards interprofessional learning was determined by summing the responses to 13 statements, yielding a score of 3.41±0.10 for all respondents. The barriers identified included problems with schedule/calendar, classroom size, turf battles, faculty attitudes, rigid curricula and lack of administrative support, faculty incentives, perceived value, students' acceptance, and financial resources. Conclusion: Analysis of the perceived barriers to IPE revealed a number of similarities in Mongolia compared to Japan and the need to organize IPE training and to make IPE curriculum.

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“…Colúmbia Britânica com base em três conceitos-chave: exposição, imersão e domínio 14. Com essas diretrizes observa-se que o desenvolvimento da aprendizagem interprofissional modifica a postura do professor, deixando de ser centralizadora, ou seja, daquele que fornece todas as informações. [19][20][21][22][23][24][25][26][27][28][29][30][31] O interprofissionalismo requer além do apoio institucional a organização de horários;…”

Section: Canadá Interprofessional Health Collaborative (Cihc) Ou No Munclassified

“…previsão em outros programas; recrutamento de pessoal qualificado; exige-se recursos humanos e financeiros; inclusão de número suficientes de estudantes de diferentes áreas para as divisões dos grupos heterogêneos e que estas práticas sejam registradas com pesquisas. 31 Nas ações de um programa interprofissional é primordial a sustentação em um forte aparato teórico, direcionado por um comitê ou grupo gestor no momento de implementação de um currículo e ou programas de saúde interprofissionais. 14 Nesse contexto, no momento da execução das atividades, a universidade e professores podem carregar em seu entendimento, um olhar diretivo ao currículo, voltados às atividades educacionais e objetivos pedagógicos, e por outro, o local de trabalho e seus profissionais um olhar à atenção centrada nos pacientes, voltados a comunicação,…”

Section: Canadá Interprofessional Health Collaborative (Cihc) Ou No Munclassified

Processo De Ensino No Desenvolvimento Das Relações Interprofissionais Em Estudantes Das Ciências Da Saúde: Revisão Integrativa

Schmeider¹,

Rauli²,

Schmeider³

2020

O Ensino Alicerçado Em Fundamentos Teórico-Metodológicos

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Direitos para esta edição cedidos à Atena Editora pelos autores. Todo o conteúdo deste livro está licenciado sob uma Licença de Atribuição Creative Commons. Atribuição 4.0 Internacional (CC BY 4.0). O conteúdo dos artigos e seus dados em sua forma, correção e confiabilidade são de responsabilidade exclusiva dos autores, inclusive não representam necessariamente a posição oficial da Atena Editora. Permitido o download da obra e o compartilhamento desde que sejam atribuídos créditos aos autores, mas sem a possibilidade de alterá-la de nenhuma forma ou utilizá-la para fins comerciais. A Atena Editora não se responsabiliza por eventuais mudanças ocorridas nos endereços convencionais ou eletrônicos citados nesta obra. Todos os manuscritos foram previamente submetidos à avaliação cega pelos pares, membros do Conselho Editorial desta Editora, tendo sido aprovados para a publicação.

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Building an interfaculty interprofessional education curriculum: What can we learn from the Université Laval experience?

Cited by 15 publications

References 0 publications

Faculty attitudes about interprofessional education

Faculty attitudes about interprofessional education

Study of Attitudes towards Interprofessional Education, Team Works and Their Barriers – Based on Survey from Mongolian National University of Medical Sciences Faculties

Processo De Ensino No Desenvolvimento Das Relações Interprofissionais Em Estudantes Das Ciências Da Saúde: Revisão Integrativa

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