From Professional Silos to Interprofessional Education

Margalit, Ruth; Thompson, Sarah; Visovsky, Constance; Geske, Jenenne; Collier, Dean S.; Birk, Thomas J.; Paulman, Paul Mark

doi:10.1097/qmh.0b013e3181aea20d

Cited by 97 publications

(52 citation statements)

References 10 publications

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“…Interprofessional interactions in the classroom have been shown to increase overall attitude and success in several other forums of health care trainees. 15,16 Future incorporation of the course in the core curriculum will depend on its adaptation to distance education.…”

Section: Discussionmentioning

confidence: 99%

An Evidence-based Medicine Elective Course to Improve Student Performance in Advanced Pharmacy Practice Experiences

Bookstaver

Rudisill

Bickley

et al. 2011

American Journal of Pharmaceutical Education

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Objective. To implement and evaluate the impact of an elective evidence-based medicine (EBM) course on student performance during advanced pharmacy practice experiences (APPEs). Design. A 2-hour elective course was implemented using active-learning techniques including case studies and problem-based learning, journal club simulations, and student-driven wiki pages. The small class size (15 students) encouraged independent student learning, allowing students to serve as the instructors and guest faculty members from a variety of disciplines to facilitate discussions. Assessment. Pre-and posttests found that students improved on 83% of the core evidence-based medicine concepts evaluated. Fifty-four APPE preceptors were surveyed to compare the performance of students who had completed the EBM course prior to starting their APPEs with students who had not. Of the 38 (70%) who responded, the majority (86.9%) agreed that students who had completed the course had stronger skills in applying evidence-based medicine to patient care than other students. The 14 students who completed the elective also were surveyed after completing their APPEs and the 11 who responded agreed the class had improved their skills and provided confidence in using the medical literature. Conclusions. The skill set acquired from this EBM course improved students' performance in APPEs. Evidence-based medicine and literature search skills should receive more emphasis in the pharmacy curriculum.

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Section: Discussionmentioning

confidence: 99%

An Evidence-based Medicine Elective Course to Improve Student Performance in Advanced Pharmacy Practice Experiences

Bookstaver

Rudisill

Bickley

et al. 2011

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…[5] Unfortunately, most health profession students are never provided the opportunity to learn together during their education. [4,11] Upon graduation; however, there is any implied expectation that they work seamlessly as a team. [11] Because various programs of study require different skills sets and expertise, individual schools offer distinct and wide ranging educational approaches to curricula development.…”

Section: Introductionmentioning

confidence: 99%

“…[13] Curricular redesign demands attention to synchronizing course content, class scheduling, identifying areas of faculty expertise, and a system of shared credit among the various programs. [11,13] But also important is a culture among students and faculty who appreciate the worth of shared learning. [13] Our current health care system necessitates improved communication and understanding among health professionals and that awareness and knowledge should be developed within our educational institutions [4,11] less we risk, "sleep walking into a mine-field of trouble".…”

Section: Introductionmentioning

confidence: 99%

“…[11,13] But also important is a culture among students and faculty who appreciate the worth of shared learning. [13] Our current health care system necessitates improved communication and understanding among health professionals and that awareness and knowledge should be developed within our educational institutions [4,11] less we risk, "sleep walking into a mine-field of trouble". [16] The issue of timing and when to best implement IPE presents additional challenges.…”

Section: Introductionmentioning

confidence: 99%

“…[4,11] Upon graduation; however, there is any implied expectation that they work seamlessly as a team. [11] Because various programs of study require different skills sets and expertise, individual schools offer distinct and wide ranging educational approaches to curricula development. [12,13] But even when content commonalities do exist, students continue to learn separately.…”

Section: Introductionmentioning

confidence: 99%

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Interprofessional learning: Perceptions of first year health students

Honan

Fahs

Talwalkar

et al. 2015

JNEP

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Background: Shared learning among health professional students has the potential to improve collaboration and reduce medical errors resulting in improved patient outcomes. While organizational difficulties pose significant challenges to implementing interprofessional learning, negative student attitudes may pose the greatest barrier to change. Thus, the aim of this qualitative study was to determine perceptions of first year health students (medical, nursing, and physician associate) toward interprofessional learning. Methods and findings: Content analysis was used to identify the repetitive themes regarding the facilitators and barriers to interprofessional education (IPE). Krippendorff's method was used to analyze comments written in an open-ended survey completed by first year medical (48/101 or 48%), nursing (59/81 or 73%) and physician associate (19/35 or 54%) students representing a response rate of 58% from one university in New England. Conclusions: Five interrelated themes emerged: Barriers included: History as prologue and Misunderstanding of "others", versus Resistance to "others". Facilitators included: Personal characteristics, Professional characteristics and Educational characteristics. Unique to medical students is Self-conscious emotions, while Optimism is unique to nursing students. While students may be ready to transform our educational systems, attention must be focused on the learning environment and complex factors that will facilitate this transformation.

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Professional Attitudes in Health Professions' Education: The Effects of an Anatomy Near‐Peer Learning Activity

Merati

Murphy‐Buske

Alfaro

et al. 2020

Anatomical Sciences Ed

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Interprofessional attitudes existing between healthcare disciplines can negatively impact communication and collaboration in the clinical setting. While human anatomy is a topic central to healthcare trainees, the potential of the anatomy laboratory to minimize negative interprofessional attitudes has yet to be characterized. This study aimed to assess the effects of an anatomy interprofessional near‐peer learning activity (AIP‐NPLA) on medical and nursing students' interprofessional attitudes at McGill University. The authors employed a convergent parallel mixed methods study to explore participants' AIP‐NPLA experiences. The Attitudes to Health Professionals Questionnaire (AHPQ) was used pre‐ and post‐AIP‐NPLA to assess participants' attitudes toward their own and their counterpart profession. In addition, a focus group was held immediately following the AIP‐NPLA to explore participants' experiences and interprofessional perceptions. Quantitative results using a principal components analysis demonstrated significant changes in nursing students' responses between pre‐ and post‐AIP‐NPLA scoring, rating the medical profession as being more caring overall. Medical students' responses pre‐ and post‐AIP‐NPLA demonstrated no significant differences. Qualitative results also suggested a breakdown of negative attitudes, an increased understanding of inter‐ and intra‐professional roles, and the importance of interprofessional collaboration and mutual learning for their careers. These findings revealed that attitudes among healthcare trainees may be positively restructured in the anatomy laboratory, allowing for collaborative care to predominate in current and future clinical practices.

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From Professional Silos to Interprofessional Education

Abstract: This program was a first step in preparing individuals for collaborative learning, fostering awareness and enthusiasm for IPE among students and faculty, and demonstrating the feasibility of overcoming common barriers to IPE such as schedule coordination and faculty buy-in.

Cited by 97 publications

References 10 publications

An Evidence-based Medicine Elective Course to Improve Student Performance in Advanced Pharmacy Practice Experiences

An Evidence-based Medicine Elective Course to Improve Student Performance in Advanced Pharmacy Practice Experiences

Interprofessional learning: Perceptions of first year health students

Professional Attitudes in Health Professions' Education: The Effects of an Anatomy Near‐Peer Learning Activity

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