Effects of interprofessional education on patient perceived quality of care

Hallin, Karin; Henriksson, Peter; Dalén, Nils; Kiessling, Anna

doi:10.3109/0142159x.2011.530314

Cited by 75 publications

(90 citation statements)

References 11 publications

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“…Thistlethwaite (2012) has argued ''there is a need for educators to define learning outcomes and match these with learning activities to ensure that IPE demonstrates added value'' (p. 58). Encouragingly, reports are beginning to emerge documenting positive impact on patient-perceived quality of care following IPE clinical education (Hallin, Henriksson, Dalen, & Kiessling, 2011).…”

Section: Introductionmentioning

confidence: 99%

The health mentors program: three years experience with longitudinal, patient-centered interprofessional education

Arenson

Umland

Collins

et al. 2014

Journal of Interprofessional Care

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Increased emphasis on team care has accelerated interprofessional education (IPE) of health professionals. The health mentors program (HMP) is a required, longitudinal, interprofessional curriculum for all matriculating students from medicine, nursing, occupational therapy, physical therapy, pharmacy, and couple and family therapy. Volunteer lay health mentors serve as educators. Student teams complete four modules over 2 years. A mixed-methods approach has been employed since program inception, evaluating 2911 students enrolled in HMP from 2007 to 2013. Program impact on 577 students enrolled from 2009-2011 is reported. Two interprofessional scales were employed to measure attitudes toward IPE and attitudes toward interprofessional practice. Focus groups and reflection papers provide qualitative data. Students enter professional training with very positive attitudes toward IPE, which are maintained over 2 years. Students demonstrated significantly improved attitudes toward team care, which were not different across programs. Qualitative data suggested limited tolerance for logistic challenges posed by IPE, but strongly support that students achieved the major program goals of understanding the roles of colleagues and understanding the perspective of patients. Ongoing longitudinal evaluation will further elucidate the impact on future practice and patient outcomes.

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Section: Introductionmentioning

confidence: 99%

The health mentors program: three years experience with longitudinal, patient-centered interprofessional education

Arenson

Umland

Collins

et al. 2014

Journal of Interprofessional Care

View full text Add to dashboard Cite

show abstract

“…The answer to that question appears to be interprofessional education (IPE), defined as "two or more professions learn from, with and about each other to improve collaboration and quality of care" (3). Despite this emphasis on IPE as a mechanism to improve IPC, there has been minimal conclusive evidence tying improved clinical outcomes to IPE interventions (4,6).…”

Section: Introductionmentioning

confidence: 99%

A Cross-Sectional Analysis of Perceptions of Interprofessional Education in Medical Students

Ayala

MacDonnell

Dumenco

et al. 2014

ANN BEHAV SCI MED EDUC

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“…Howkins and Bray (2008) reported that interprofessional education (IPE) improves students' learning experiences and optimizes patient treatment. Hallin et al (2011) found that patients who received treatment from interprofessionally educated clinical teams, perceived and rated quality of treatment and care significantly higher compared to usual care by regular staff.…”

Section: Literature Reviewmentioning

confidence: 99%

Can Preparation of Clinical Teachers in IPC Concepts and Competencies Impact Their Approach to Teaching Students in Clinical Practice? A Promising Approach

Orchard

Pederson²,

Allen

et al. 2017

IJPBLHSC

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The challenge of providing interprofessional (IP) student placements within health agencies can be affected by two factors: patterns of health care agency placements focusing on students in one health professional program setting at a time; and budgets for funding clinical teaching in post-secondary institutions. These challenges can result in uni-professional, practice-based learning rather than learning to work within IP teams. Given the increasing focus on IP teamwork (World Health Organization 2010), the question arises as to whether there is a way clinical teachers can be prepared to work with students for IP teamwork. One strategy involves training clinical teachers with requisite strategies for working in team-based settings. Interprofessional clinical teaching workshops held at Western University, Canada, were started in 2010, and offered annually each fall. The overall workshop goal was to assist teachers in guiding and assessing students for effective collaborative teamwork. This article reports on a post-workshop evaluation of participants' self-reported clinical teaching and practice from three workshops. Of the 129 workshop participants approached to provide information, only 30 completed the post-workshop assessment (at variable times following the workshop from six months to two years). Of these, 27 reported changes in interprofessional communication and role clarification, as well as in their clinical teaching and practice. While there are limitations to the study because of the low followup rate, this approach supports the conclusion that providing clinical teachers with interprofessional education (IPE) related to their clinical teaching can result in reported modifications in their clinical teaching and practice.

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Effects of interprofessional education on patient perceived quality of care

Abstract: Patients perceived a higher grade of quality of care as compared to controls with no signs of disadvantages when treated and informed by supervised interprofessional student teams.

Cited by 75 publications

References 11 publications

The health mentors program: three years experience with longitudinal, patient-centered interprofessional education

The health mentors program: three years experience with longitudinal, patient-centered interprofessional education

A Cross-Sectional Analysis of Perceptions of Interprofessional Education in Medical Students

Can Preparation of Clinical Teachers in IPC Concepts and Competencies Impact Their Approach to Teaching Students in Clinical Practice? A Promising Approach

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