Developing interprofessional education: putting theory into practice

Teodorczuk, Andrew; Khoo, Tien K.; Morrissey, Shirley; Rogers, Gary David

doi:10.1111/tct.12508

Cited by 36 publications

(40 citation statements)

References 10 publications

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“…Men selv om de fleste er enige om viktigheten av at studiet utvikler vaner og ferdigheter i interdisiplinaer samhandling, har det vist seg vanskelig å få til i praksis. Å laere å samarbeide med kolleger er noe mer enn å laere sammen med dem, men med bevisste pedagogiske grep, nøye planlegging og hardhendte prioriteringer er det mulig å få det til (Nelson et al, 2014;Teodorczuk, Khoo, Morrissey, & Rogers, 2016). En forutsetning er at studentene gjennom hele studiet -ikke bare i enkelte dedikerte kurs -trenes i å tenke og arbeide på tvers av disipliner og profesjoner slik at det blir en godt etablert vane.…”

Section: Profesjonalitet Innebaerer Vilje Og Evne Til Interdisiplinaeunclassified

Hvordan kan legestudiet ivareta grunnleggende profesjonelle verdier?

Brodal¹

2016

Uniped

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Section: Profesjonalitet Innebaerer Vilje Og Evne Til Interdisiplinaeunclassified

Hvordan kan legestudiet ivareta grunnleggende profesjonelle verdier?

Brodal¹

2016

Uniped

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“…The global community therefore needs to share its experiences and lessons learned so that educators can elicit best practice in delivering IPE. In 2016, The Clinical Teacher published a Clinical Teacher’s Toolbox titled ‘Developing interprofessional education: putting theory into practice’, which looked at IPE curriculum development, pitfalls and challenges, and described the model at Griffith University, Australia. Norwich Medical School (NMS) at the University of East Anglia (UEA) in the UK has expanded on the steps presented by Teodorczuk and colleagues to further help those looking to take on the challenge of implementing IPE in their organisations .…”

Section: Introductionmentioning

confidence: 99%

“…In 2016, The Clinical Teacher published a Clinical Teacher’s Toolbox titled ‘Developing interprofessional education: putting theory into practice’, which looked at IPE curriculum development, pitfalls and challenges, and described the model at Griffith University, Australia. Norwich Medical School (NMS) at the University of East Anglia (UEA) in the UK has expanded on the steps presented by Teodorczuk and colleagues to further help those looking to take on the challenge of implementing IPE in their organisations . The steps presented in this toolbox specifically relate to interprofessional clinical skills sessions (ICSs) run at UEA that allow students to learn and practise clinical and prescribing skills in a practical environment with other allied health professionals.…”

Section: Introductionmentioning

confidence: 99%

Clinical skills as a vehicle for interprofessional learning

Webb

Lindqvist

Bowker

et al. 2018

The Clinical Teacher

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the WHO clearly requests a commitment to building IPE into new and existing healthrelated curriculaEditor's note: We previously published a toolbox article on interprofessional education (IPE) in February 2016 (reference number 5 in this paper). Interprofessional education is a global phenomenon, with interprofessional networks established in sub-Saharan Africa, Japan, the UK, Canada, the USA, Europe, Scandinavia, Australia and New Zealand, and a South American network likely to come into effect soon. Many health professional education accreditation bodies now mandate that IPE should be included in curricula. It is therefore timely to present a different perspective.. In this toolbox the authors discuss six steps that they feel should be considered if IPE is to be sustainable once developed. The content is based on 7 years of experience at the University of East Anglia, and focuses on the delivery of interprofessional clinical skills sessions. There are many different ways in which interprofessional learning activities may be introduced into health professional programmes. They should be aligned with defined learning outcomes, which typically include teamwork and collaborative skills, amongst others. The main commonality required for IPE is that at least two health and social care professionals are learning interactively 'with, from and about each other', with the aim of ultimately improving patient care. The scenario-based clinical tasks described below are just one example of IPE in action.

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“…Yet, too often nursing, medical, and allied health graduates lack the confidence and skills needed to communicate and collaborate effectively as members of interprofessional teams (Gilligan, Outram & Levett‐Jones, ). Interprofessional education (IPE) has been proposed as the most appropriate educational strategy for facilitating the development of these skills (Teodorczuk, Khoo, Morrissey, & Rogers, ). However, multiple barriers to the efficient, effective, sustained, and systematic integration of IPE in undergraduate education programs have been described (Lapkin, Levett‐Jones, & Gilligan, ).…”

mentioning

confidence: 99%

“…educational strategy for facilitating the development of these skills (Teodorczuk, Khoo, Morrissey, & Rogers, 2016). However, multiple barriers to the efficient, effective, sustained, and systematic integration of IPE in undergraduate education programs have been described .…”

mentioning

confidence: 99%

Case Studies of Interprofessional Education Initiatives From Five Countries

Levett‐Jones

Burdett

Chow

et al. 2018

J of Nursing Scholarship

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Background Although teamwork and interprofessional collaboration are critical to patient safety, nursing, medical, and allied health graduates often feel ill‐prepared to confidently communicate and collaborate with other team members. While interprofessional education (IPE) has been advocated as a way of addressing this issue, there are multiple barriers to its systematic and sustained integration in undergraduate healthcare programs. Despite these challenges, examples of effective IPE initiatives have emerged. Innovation This article profiles seven case studies of innovative interprofessional education activities that have been successfully implemented across five countries, for a variety of learners, using different delivery modalities, and with evaluation results attesting to their success. Conclusions The case studies demonstrate innovative ideas that have the potential to overcome some of the barriers to IPE through the use of creative and targeted approaches. This article provides a wealth of ideas for the successful design and implementation of IPE initiatives and will be of benefit to educators wishing to expand their repertoire of teaching approaches. Clinical Relevance A body of research attests to the relationship between interprofessional communication, teamwork, and patient outcomes. IPE is imperative for facilitating the development of nursing graduates’ communication and teamwork skills; however, innovative approaches are needed to overcome the perceived and actual impediments to its implementation.

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Developing interprofessional education: putting theory into practice

Cited by 36 publications

References 10 publications

Hvordan kan legestudiet ivareta grunnleggende profesjonelle verdier?

Hvordan kan legestudiet ivareta grunnleggende profesjonelle verdier?

Clinical skills as a vehicle for interprofessional learning

Case Studies of Interprofessional Education Initiatives From Five Countries

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