Exposing an interprofessional class of first years to an underserved community contributed to students’ contextualisation of the determinants of health

Snyman, Stefanus; Geldenhuys, Maryke

doi:10.1080/13561820.2019.1566219

Cited by 7 publications

(4 citation statements)

References 28 publications

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“…IPE delivered via community engagement activities has been reported to be effective in improving students' knowledge, skills, and attitudes in patient care. 22 In addition to community engagement activities, lectures delivered physically or online are another potential avenue for implementation of IPE. Physical lectures could provide a platform for healthcare professionals to meet with one another and develop professional networking, thus effecting a transfer of knowledge and exchange of skills or ideas.…”

Section: Discussionmentioning

confidence: 99%

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Perceptions of interprofessional education among Malaysian clinical healthcare students

Ahmad

Asban

Salleh

et al. 2022

Special Care in Dentistry

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IntroductionInterprofessional education (IPE), which is aimed at improving the quality of patient care and overall health outcome, has been advocated to prepare future healthcare professionals for collaborative practiceObjectivesThis study aimed to investigate the perceptions of IPE among clinical healthcare students at a Malaysian institutionMethodsA validated questionnaire, developed from previous studies, was distributed online to selected final year students of 10 clinical programs from medical, dental, pharmacy and health sciences faculties (n = 501). Quantitative data was analyzed via chi‐square test (significance value p < .05) using social sciences software (SPSS).ResultsThe overall response rate was 76.4% (n = 383). About 63.2% of respondents reported having experienced IPE. This experience took place in lectures (32.1%) and online courses/webinars (36.2%). The majority of respondents provided positive feedback on various aspects of IPE. There was an insignificant difference among respondents across all programs in terms of their perception of its importance and effectiveness as well as their own preference for multidisciplinary lectures as a mode to conduct IPE. Most students agreed that challenges in conducting IPE include time constraints (83%), communication difficulties (70.8%), and lack of skills (57.4%), with no significant difference across programs. Students opined that IPE was beneficial in providing exposure to other disciplines, encouraging peer interactions, developing new skills, and improving overall learning experience. However, some reported challenges in integrating with other students, while others cited compromised experience due to problems with crowd controlConclusionStudents’ support for IPE has positive implications for future implementation and highlights areas for improvement and further development.

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Section: Discussionmentioning

confidence: 99%

“…Such an approach might address concerns regarding time constraints, cost, and commitment, which were perceived barriers to undergoing IPE activities by students in this study. IPE delivered via community engagement activities has been reported to be effective in improving students’ knowledge, skills, and attitudes in patient care 22 …”

Section: Discussionmentioning

confidence: 99%

Perceptions of interprofessional education among Malaysian clinical healthcare students

Ahmad

Asban

Salleh

et al. 2022

Special Care in Dentistry

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“…Essas estratégias educacionais associam-se com incremento da autoconfiança, desenvolvimento de habilidades de comunicação e reconhecimento dos papéis e responsabilidades da equipe 39 . O trabalho colaborativo em cenários reais é descrito como o mais eficiente 40,41,42,43 .…”

Section: Artigounclassified

Formação interprofissional na graduação em saúde: revisão sistemática de estratégias educativas

Isidoro

Côrtes

Ferreira

et al. 2022

Rev. bras. educ. med.

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Resumo: Introdução: A educação interprofissional (EIP) procura desenvolver habilidades colaborativas dos profissionais de saúde para a melhoria do cuidado ao paciente. Objetivo: Essa revisão explora as estratégias educacionais não pontuais utilizadas na formação interprofissional, na graduação em saúde, identificando seus potenciais e suas fragilidades. Método: A busca incluiu artigos publicados nas bases de dados BVS (LILACS), Cochrane, CINAHL, Embase e MEDLINE. Definiu-se a questão de pesquisa pelo anagrama PICO: selecionaram-se estudos que incluíssem, pelo menos, dois cursos de graduação em saúde, sendo um deles de Medicina, e que relatassem estratégia educacional mínima de 15 horas e sua avaliação. Resumos publicados em congressos, opiniões, editoriais e revisões sistemáticas foram excluídos. Resultado: Avaliaram-se 28 estudos publicados entre 2005 e 2019, sendo 31% no último biênio. Prevaleceram a simulação (36%) ou o uso de métodos combinados (29%) na avaliação de atitudes dos alunos, a compreensão dos papéis dos profissionais de saúde, o trabalho em equipe, a comunicação e o conhecimento em resposta à intervenções de EIP. Predominaram estudos nos domínios: papéis e responsabilidades (75%) e trabalho em equipe (64%). A abordagem de valores e ética (32%) e de comunicação (28%) foi menos frequente. Dos artigos, 18 (64%) apresentavam dois ou mais objetivos e seis (18%) buscavam estudar, em conjunto, os quatro domínios da EIP. Entre as intervenções utilizadas como estratégias de ensino, 36% (dez estudos) eram de simulação; 29% (oito), métodos combinados; 18% (cinco), prática clínica (trabalho colaborativo em unidades ambulatoriais ou enfermarias); 14% (quatro), observação direta (shadowing); 11%, aprendizagem baseada em problemas; e dois, aprendizado on-line (e-learning) e workshop. A qualidade geral dos estudos incluídos foi baixa, atendendo de dois a cinco dos seis critérios de qualidade. O cegamento do avaliador não foi citado em 25 publicações. O trabalho colaborativo em cenários reais é descrito como o mais eficiente. Conclusão: A EIP vem sendo incorporada ao processo de formação na saúde, e múltiplas estratégias focadas em resultados e baseadas em competências otimizam a construção de relações efetivas e o desenvolvimento de habilidades para a prática colaborativa. A fragilidade dos artigos aponta que a EIP de estudantes ainda constitui grande desafio para as instituições formadoras.

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“…Undergraduates are in the formative stages of forging their professional identities and respond more favorably to active collaborative learning relevant to their own life experiences (Oandasan & Reeves, 2005). IPE facilitation motivates students to learn about teamwork and associated competencies, and then learn "by doing" through activity-based experiences (Snyman & Geldenhuys, 2019). It fosters students' self-confidence as they build their professional identities while simultaneously gaining skills to be productive members of present and future teams (Labrague et al, 2018;Lockeman et al, 2017).…”

Section: Implementing Ipe In Undergraduate Educationmentioning

confidence: 99%

Jumpstarting Cross-Discipline Collaboration in Undergraduate Social Work Education

Amato¹,

Konrad²,

Clarke³

et al. 2020

ASW

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This paper examines the integration of undergraduate teacher education students into interprofessional activities with social work and pre-occupational therapy undergraduates. Like health professionals, school-based professionals work across disciplines daily and come together for critical decision-making on behalf of vulnerable and special needs students. Although evidenced-based pedagogy in interprofessional education (IPE) has become common in graduate and professional health education, less is known about its implementation in undergraduate education and with non-health-related disciplines. This article describes a 2-year interprofessional undergraduate simulation project with social work, teacher education, and pre-occupational studies students working prospectively in a K-12 school setting. Survey data found that students gained confidence in their disciplinary roles as well as in their abilities to communicate and collaborate effectively as a result of participation in the school-based simulation and related activities. The project highlighted the benefits of situating theory-driven undergraduate interprofessional learning in settings beyond healthcare and the need for developing assessment tools inclusive of undergraduates and relevant to a range of workforce environments.

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Exposing an interprofessional class of first years to an underserved community contributed to students’ contextualisation of the determinants of health

Cited by 7 publications

References 28 publications

Perceptions of interprofessional education among Malaysian clinical healthcare students

Perceptions of interprofessional education among Malaysian clinical healthcare students

Formação interprofissional na graduação em saúde: revisão sistemática de estratégias educativas

Jumpstarting Cross-Discipline Collaboration in Undergraduate Social Work Education

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