Collaborative competency in physiotherapy students: Implications for interprofessional education

Manilall, Janine; Rowe, Michael

doi:10.7196/ajhpe.2016.v8i2.841

Cited by 7 publications

(8 citation statements)

References 22 publications

(46 reference statements)

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“…In addition, Leggat (2007) believes team management competencies like leadership, respect for others and commitment to working collaboratively are essential for producing positive team outcomes. An emphasis on interpersonal skills as being key competencies for successful teamwork is clearly visible from the aforementioned studies and, when combined with the call to develop collaborative competency (Manilall & Rowe, 2016), it nicely taps into Edwards' (2010) relational perception of competency and concept of relational expertise. Her focus is therefore on the relational aspect of competence, where the individual competence of one practitioner is inherently bound to the competence of other practitioners (Bing-Johnson et al, 2016).…”

Section: Team Competenciesmentioning

confidence: 95%

Early School Leaving: Cooperation Perspectives

2018

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Section: Team Competenciesmentioning

confidence: 95%

Early School Leaving: Cooperation Perspectives

2018

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“…Comparative study without concurrent controls 8 Louw (2005), [20] Naidoo (2008), [21] Keyter (2010), [5] Puckree et al (2011), [22] Van Staden et al (2011), [19] Ellapen et al (2016), [25] Manillal and Rowe (2016), [24] Rowe (2016) [23]…”

Section: Iii-3mentioning

confidence: 99%

“…Case series/studies with either post-test or pretest/ post-test outcomes 0 None [25] 4 1 0 1 6 50.0 Manillal and Rowe (2016) [24] 4 3 2 1 10 83.3 Rowe (2016) [23] 2 0 0 1 3 25.0 Louw (2005) [20] Survey: medical doctors (n=82) Naidoo (2008) [21] Survey: biokineticists (n=78) Keyter (2010) [5] Survey: chiropractors (n=120) Van Staden et al (2011) [19] Randomised controlled trial experimental group: patients who received multidisciplinary rehabilitation (n=30); control: patients who did not receive multidisciplinary rehabilitation (n=20) [25] Clinical commentary…”

Section: IVmentioning

confidence: 99%

“…[5,[20][21][22] The profession of physiotherapy is generally negative towards the establishment of collaborative relationships with chiropractors and biokineticists owing to their perception that these professionals are trespassing on their SoP and pilfering their patients. [22,24] Medical doctors and students are not generally mindful and appreciative of the individual SoP of physiotherapists and chiropractors; this has produced animosity between these professions, thereby creating obstacles to the formulation of a multidisciplinary medical rehabilitation team. [22,24] Chiropractors, speech and hearing therapists, dieticians, biokineticists and occupational therapists are favourably inclined to interprofessional collaboration owing to their sound interprofessional knowledge of each other's SoP.…”

Section: Researchmentioning

confidence: 99%

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Interprofessional knowledge and perceptions of selected South African healthcare practitioners towards each other

Ellapen

Swanepoel

Qumbu

et al. 2018

AJHPE

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International academic and professional healthcare fraternities share a common vision of interprofessional collaboration among the medicine, nursing and social sciences, and rehabilitation and paramedical professions. [1] Interprofessional collaboration among healthcare practitioners stems from interprofessional education. [1-3] Reeves et al. [1] state that interprofessional education occurs when medical, rehabilitative, nursing and social science professions study interactively for the primary purposes of improving interprofessional collaboration and enhancing the health and wellbeing of patients. Interprofessional education, research and collaboration among academics and practitioners break down the barriers of professional individualism, antagonism and competition, allowing a more holistic and multivalent approach to patient care ˗ thereby responding to the needs of the patient in a more dynamic manner. [1] Global advocacy for the adoption of interprofessional collaboration is based on the following validated claims: (i) respect for each other's profession; (ii) enhanced patient management; (iii) optimal use of each healthcare team member's skills; and (iv) provision of better healthcare to patients. [1] Interprofessional collaboration has been shown to enhance patient wellbeing and reduce the medical expense of noncommunicable diseases (NCDs) and orthopaedic injuries. [3] Unfortunately, not all medical, rehabilitative, nursing and social science practitioners support interprofessional collaboration. [4-6] The opposite of interprofessional collaboration is professional individualism, which leads to antagonism and competition, with both national and international concerns being frequently brought to the surface regarding an individual discipline's scope of profession (SoP) and the issue of SoP trespassing among various medical, social science and rehabilitation practitioners, thereby inhibiting the progress of interprofessional healthcare collaboration. [1] South Africa (SA) has a long history of professional individualism and opposition to interprofessional collaboration among healthcare practitioners. [4-6] Naidoo and Buhler, [4] as well as Keyter, [5] reported that the alleged trespassing of the chiropractic profession on the SoP of physiotherapy and occupational therapy resulted in chiropractic therapy's deregistration from the Health Professions Council of South Africa (HPCSA). Recently, allegations regarding the profession of biokinetics, accused of trespassing onto the SoP of physiotherapy, have adversely affected the former. [6] Professional individualism and separation have an adverse effect on the quality of available healthcare. [3] The lack of interprofessional knowledge regarding healthcare leads to incorrect perceptions and professional individualism, which result in a dearth of patient referrals to applicable healthcare practitioners. [4,5] However, there is still hope that the SA healthcare fraternity will adopt the concept of interprofessional collaboration. Felsher and Ross [7] Background. Int...

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“…The IPE activities, which were provided across departments in the FCHS, focused on facilitating the development of core competencies among students. Manilall and Rowe [9] report on the development of collaboration as a competency as part of the physiotherapy curriculum. These authors found that although lecturers and students had a good understanding of collaboration, there were gaps in the curriculum in both classroom and clinical setting activities related to this concept.…”

Section: Editorialmentioning

confidence: 99%

Introducing interprofessional education, practice and research in a higher education setting

Rhoda

2016

AJHPE

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EditorialEngaging across professions in teaching and practice facilitates improved abilities by students to address the health needs of society.[1] Universities worldwide have therefore integrated learning outcomes and teaching acti vities related to interprofessional education (IPE) into their curricula. [2,3] To this end, the Faculty of Community and Health Sciences (FCHS) at the University of the Western Cape has introduced a scaffolded approach, where IPE and collaborative practice (CP) learning activities are presented in the curriculum, as well as cocurricular activities, from first to final year. In addition to the curricular considerations, the Faculty has presented a number of development activities to ensure that academics are equipped with the knowledge and skills to act as facilitators in IPE and CP student activities.[4] A successful grant from the National Research Foundation facilitated the implementation of an interdisciplinary communityengaged research project, which explored the needs of a rural community. In this AJHPE supplement on IPE and interprofessional practice and research, we share the experiences of both academics and students, with IPE and CP interventions implemented in the FCHS. The experiences of applying a communitybased participatory research approach are also presented in this supplement. Thus, a holistic approach to scholarship is presented that integrates teaching, research and community engagement.Julie et al. [5] explored academics' knowledge and experiences with IPE and CP. While it became clear that academics were knowledgeable of the concepts related to IPE and CP, they recommended the use of a framework to facilitate further understanding of the process. It became evident that the use of frameworks is beneficial, assisting students to identify community needs and thus plan collaborative projects to address these needs, as highlighted in the short report by Rhoda et al. [6] Although the students supported the use of frameworks, they requested earlier exposure to them before entering the clinical setting. [7] Senior students from the various departments in the FCHS engage in a cocurricular interprofessional learning activity on campus, namely a world café teaching strategy, to facilitate development of IPE competencies. In the exploration of the students' views on world cafés, Filies et al. [8] found they facilitated students' knowledge about the roles of the different professionals as well as what working in interprofessional teams entails. The students who attended the world cafés also mentioned that the use of authentic learning activities would assist in the development of the skills needed to function in the clinical setting. The IPE activities, which were provided across departments in the FCHS, focused on facilitating the development of core competencies among students. Manilall and Rowe [9] report on the development of collaboration as a competency as part of the physiotherapy curriculum. These authors found that although lecturers and students had a good understa...

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Collaborative competency in physiotherapy students: Implications for interprofessional education

Cited by 7 publications

References 22 publications

Early School Leaving: Cooperation Perspectives

Early School Leaving: Cooperation Perspectives

Interprofessional knowledge and perceptions of selected South African healthcare practitioners towards each other

Introducing interprofessional education, practice and research in a higher education setting

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