Design and implementation of an interprofessional education course for undergraduate students at the University of Applied Sciences Western Switzerland: the Geneva experience

Abstract

The School of Health of Geneva (SHG, part of the University of Applied Sciences Western Switzerland) introduced interprofessional education (IPE) in its Bachelor Programs in 2012. IPE is an approach that encourages collaboration between health care professionals, optimizing health care quality and decision-making processes. The aim of this article is to describe the implementation and evaluation of IPE at our Institution. IPE is a didactic program, comprising discussion about fictional clinical cases, simulated practice and project management, dispensed by an interdisciplinary academic team. Training is focused on communication and collaboration between students of the five health departments of our Institution and students from the Faculty of Medicine and Pharmacy of the Geneva University. The IPE program concerns on average 1000 future caregivers per year. Skill development resulting from IPE will be evaluated by an IPE research team via a student cross-sectional study, using the Readiness for Interprofessional Learning Scale (RIPLS). The results will be used for validating the French version of the RIPLS.

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

“…As shown in Table 2 , the evaluation of IPE programme outcomes based on the modified Kirkpatrick’s framework revealed changes in IPE participants’ knowledge or skills (Level 2b) in 50% ( n = 8) of the included studies [ 45 – 47 , 52 , 53 , 55 , 56 , 58 ]. Six studies (37.5%) reported changes in pre-licensure students’ attitude (Level 2a) toward IPE [ 1 , 45 – 47 , 51 , 58 ], whereases seven studies (43.75%) demonstrated a change in organisational practice (Level 4a) after the implementation of IPE [ 30 , 46 , 48 – 50 , 57 , 58 ].…”

“… Horsley et al (2016) [ 55 ] Level 2b Change in knowledge or skills: Establish and improve team performance. Meche et al (2015) [ 56 ] Level 2b Change in knowledge or skills: IPE skills development (e.g., communication and collaboration). Waggie M. and Laattoe N. (2014) [ 57 ] Level 4a Change in organizational practice: Assist in the process of developing IPE curricula.…”

“…The studies included represent countries from Western, Asian, and African populations. Of the 16 studies, five were from the USA [ 30 , 48 , 49 , 55 , 58 ], four from Canada [ 45 , 47 , 50 , 54 ], two from Switzerland [ 1 , 56 ], one from Spain [ 52 ], one from the UK [ 46 ], one from the Netherlands [ 51 ], one from Japan [ 53 ] and one from South Africa [ 57 ]. According to the synthesized evidence, a combination of at least two teaching and learning approaches was used to deliver IPE, as shown in Additional file 6 .…”

“…According to the synthesized evidence, a combination of at least two teaching and learning approaches was used to deliver IPE, as shown in Additional file 6 . The findings showed that of all the teaching and learning approaches, simulation-based education [ 1 , 46 , 48 – 50 , 55 , 56 , 58 ], e-learning [ 30 , 46 , 47 , 49 , 50 , 54 , 56 , 57 ] and PBL [ 48 , 49 , 51 , 53 , 57 , 58 ] were the most prevalent approaches implemented to deliver IPE. Manikin-based simulation was used in three studies [ 46 , 55 , 58 ], standardized patient simulation was utilized in two studies [ 1 , 49 ], skills training simulation was applied in two studies [ 48 , 56 ], and one study did not indicate type of simulation used [ 50 ].…”

How to enhance experience and skill of non invasive ventilation: suggestions from the literature

“…The incorporation of EMT training early in a medical school curriculum provides students with meaningful clinical experiences that increase their self-reported level of confidence in the performance of patient care skills early in their medical education (13). Inter-professional education (IPE) is an approach that encourages collaboration between health care professionals, optimizing health care quality and decisionmaking processes (14). Effective communication across multiple healthcare disciplines and professions is critical to ensure the delivery of effective care (15,16).…”