Fostering Geriatric Interdisciplinary Collaboration Through Academic Education

Kinnon, Joyce L. Mac; Rae, Nancy

doi:10.1080/j148v14n03_03

Cited by 8 publications

(1 citation statement)

References 6 publications

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“…Hughes, Hemingway, and Smith (2005) discussed the issues related to the development of inter-disciplinary training at the undergraduate and postgraduate level for nursing and OT in the UK. A number of studies have involved OT students in the field of geriatrics promoting IPE (MacKinnon & MacRae, 1996;Miller, Ishler, & Heater, 1999;Thomas, Reigart, & Trickey, 1998). Tryssenaar, Perkins, and Brett (1996) presented an overview of IPE from an undergraduate OT student perspective while Paul and Peterson (2001) discussed interprofessional collaboration in the context of OT practice and research.…”

Section: How Extensively Has Ipe Been Used In Occupational Therapy Edmentioning

confidence: 99%

The Effectiveness of Interprofessional Education in the Health Sciences: Implications for Occupational Therapy Education

et al. 2006

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Teamwork in health care settings is assumed to be beneficial for the client since it allows for a more holistic, comprehensive, co-ordinated approach. It is essential, therefore, for team members to have an adequate knowledge of, and respect for one another's professions. Traditionally, the different health care professions know little about each others specific skillset and their roles as health care practitioners, whereas in interprofessional education (IPE), clinicians and/or students become familiar with the knowledge, skills and attitudes of each other to be effective team members. Changes in the current health care environment require well-versed, flexible, collaborative clinicians who work for the client's best interests. Traditional professional silos are no longer viable. IPE both at the undergraduate/preemployment level and postgraduate/post-employment level is seen as one means to foster effective cross-professional communication, collaboration and client-centred care. IPE assists students to increase their knowledge of the roles and functions of other related professionals and enable an integrated approach to both in the workplace and in collaborative practice. Given that IPE is resource intensive, a question that can be posed is "how effective is IPE?" Many evaluation studies examining the effectiveness of IPE in health care contexts (mainly with physicians and nurses) have been completed. Only a few investigations have included other health professions such as occupational therapy, pharmacy, social work or physiotherapy. All of the IPE effectiveness studies report some form of positive benefit or outcome, but none of the studies are definitive or have been replicated. Many of the published health science IPE evaluation studies lack adequate rigor in terms of poor or unclear research design used, small sample size, non-randomisation of participants, lack of comparison control group, lack of acknowledgement of bias, non-standardised instruments used and/or statistical analyses completed. Several systematic reviews have been completed dealing with the published health science IPE evaluation literature, but the results have been largely inconclusive. Ongoing evaluation of the effectiveness of IPE in the health sciences is required.

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Section: How Extensively Has Ipe Been Used In Occupational Therapy Edmentioning

confidence: 99%

The Effectiveness of Interprofessional Education in the Health Sciences: Implications for Occupational Therapy Education

et al. 2006

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Educating Community Providers ChangesBeliefs Towards Caring for the ESRD Patient

Arthur

Zalemski

Giermek

et al. 2000

Advances in Renal Replacement Therapy

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Lavin

Ruebling

Banks

et al. 2001

Advances in Health Sciences Education

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A historical review was conducted to examine the advances made, nationally and internationally, in interdisciplinary health professional education since the mid-1960s. One hundred and nineteen articles were reviewed and divided by decade into the following subheadings: models, courses, communication/group process issues, and international perspectives. Twenty-seven articles, categorized as models, defined the conceptual field, described curriculum and program development, or provided a framework for evaluation. Thirty-two articles dealt with interdisciplinary courses, focusing on objectives, content areas, or innovative methods. Nine articles contributed content on interdisciplinary communication and group process issues, from which guidelines were abstracted. Fifty-one articles contributed an international perspective, leading to the recognition that interdisciplinary health professional education, practice, and research is a global movement.

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Fostering Geriatric Interdisciplinary Collaboration Through Academic Education

Cited by 8 publications

References 6 publications

The Effectiveness of Interprofessional Education in the Health Sciences: Implications for Occupational Therapy Education

The Effectiveness of Interprofessional Education in the Health Sciences: Implications for Occupational Therapy Education

Educating Community Providers ChangesBeliefs Towards Caring for the ESRD Patient

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