Effects of an Interdisciplinary Volunteer Experience on Students’ Knowledge of and Attitudes Toward the Health Care Team

Can We Learn in the Sandbox Together? Interprofessional CaseConferences as Facilitation Tools

“…Participants viewed the experience as enjoyable, engaging, and effective in building relationships with colleagues in other professions. Our results reflect similar findings to other studies that have assessed student attitudes after an interprofessional experience [11][12][13]. Hall and Weaver [15] express a need for "a clear and recognizable idea must serve as the focus for teamwork" which our experience using a specific patient scenario provides.…”

“…Many different configurations of trainees and methods have been used, including case studies, various types of high-and low-fidelity simulation and voluntary interprofessional clinical experiences. The varied participant group sizes worked on an array of simple to complex cases which have been described in the literature [11][12][13][14][15][16][17]. Measurement of the effects of these trainings has been sparse and difficult to capture in terms of clinical outcomes, but there have been attitude differences shown in the literature [11,12].…”

Interprofessional Education and Prelicensure Baccalaureate Nursing Students

“…[12][13][14][15][16][17][18][19] Activities used in these studies were primarily simulation [12][13][14]17,19 and side-by-side learning experiences directly involving patient care. [12][13][14][15][16][17][18][19] Activities used in these studies were primarily simulation [12][13][14]17,19 and side-by-side learning experiences directly involving patient care.…”

“…12,[14][15][16][17][18][19][20][21][22]24 Learning activities capturing these concepts varied greatly from simulations [12][13][14]17,19 to learning modules with a problem-based approach, 20,22 to community learning activities. 15,18,21 Hylin et al 20 found that nursing students, second to occupational therapy students, scored higher on the Conceptions of Learning and Knowledge Inventory, suggesting that they had a collaborative-constructivist approach (building knowledge with others) to learning. This correlated to their greater increase in understanding of role identify from gains from IPE when compared with medical and physical therapy students.…”

Assessing the Knowledge, Attitude and Factors Affecting Team Building Amongst Health Workers in Nigeria Using the Permutation Method for Hotelling T-squared Analysis

“…They also added that ratings of contacts among participants was high immediately after training and declined over the four years period. [10], in their contribution on knowledge and attitudes towards the healthcare team reported that their exist a significant differences in knowledge areas with increase in awareness of community agencies that provide healthcare services, increase in awareness of the skills and strengths of other healthcare team members and increase in the amount of experience working with other healthcare professionals. [11], using qualitative analysis observed that majority of the primary care organizations in England and Wales identified the need to develop a strategic approach of inter-professional teamwork, to meet educational needs of primary care professionals, for fruitful alignment of objectives to be rewarding for participants.…”