Impact of a student interdisciplinary oncology team project

Itano, Joanne; Williams, Jenny; Deaton, Marcia; Oishi, Noboru

doi:10.1080/08858199109528125

Cited by 23 publications

(14 citation statements)

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“…[13][14][15][16][17][18][19][20] For example, in the RIPE project, one of the learning objectives was to "develop an understanding of the roles and boundaries of different disciplines" (p. 580) and Disciplines Range 2 to 14 disciplines in any study (median 3).…”

Section: Resultsmentioning

confidence: 99%

“…The diversity in the duration and intensity of IPCE experiences offered no consistent pattern as to an "optimum dose" of IPCE. Some programs were only a few hours in duration 14,25,35 while others were over extended periods of several weeks 15,19,25,26,32,36 or months. 18,21 The most common duration was 2 weeks.…”

Section: Discussionmentioning

confidence: 99%

“…For other projects, the setting was chosen specifically to build capacity for clinical placement opportunities, or to recruit graduates to the area of practice. 16,22,26,28 Some IPCE projects were strongly focussed on developing knowledge and skills in a specialised area of practice such as oncology 15 gerontology 27 and HIV/AIDS. 29 The aims of the IPCE projects were diverse, but only 16 (67%) explicitly stated an aim of developing interprofessional practice, collaboration or teamwork.…”

Section: Discussionmentioning

confidence: 99%

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Interprofessional pre-qualification clinical education: a systematic review

Davidson¹,

Smith²,

Dodd³

et al. 2008

Aust. Health Review

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A search was made of relevant databases and the reference lists of key textbooks and reviews. Of 420 potentially relevant articles, 25 were included in the review. Medicine, nursing, physiotherapy, occupational therapy and social work were the professions most often included. Aims and activities of interprofessional clinical education (IPCE) programs were varied, and there was inconsistency in outcome evaluation approach and tools.The models of IPCE described in the literature are diverse. The major barriers to IPCE were logistical, and the careful planning and negotiation required to overcome these barriers was time consuming. Detailed planning, stakeholder enthusiasm and commitment appear to be essential to the success of IPCE. The literature provides guiding principles for establishing a program; however, there is limited evidence to support a particular approach. Aust Health Rev 2008: 32(1): 111-120EFFECTIVE TEAMWORK is considered an essential component of safe and effective health care, 1 however, there are many barriers. These barriers include interprofessional rivalry, negative stereotyping and ignorance of the role and contribution of other professions.2 Interprofessional clinical education (IPCE) is promoted as a means of addressing these barriers. IPCE occurs when individuals of two or more health care professions come together within a clinical or fieldwork environment to learn "with, from and about each other in order to improve collaboration and the quality of practice". The aim of IPCE is to improve patient health outcomes through the collaboration of health care professionals. 4,5 It is widely assumed that effective interprofessional health care delivery can What is known about the topic? Interprofessional rivalry, negative stereotyping and ignorance of the role and contribution of other professions are barriers to effective teamwork in health care. Interprofessional education (IPE) occurs when individuals of two or more professional groups learn together collaboratively. The aim of IPE is to improve interprofessional collaboration and thereby improve patient health outcomes. What does this paper add?This review has located papers reporting on IPE in a clinical or fieldwork setting and identifies the barriers to and enablers for successfully implementing such a program. The review reveals great diversity in the models that have been trialled. What are the implications for practitioners? Successful interprofessional clinical education (IPCE) models require considerable planning and commitment from stakeholders and are time consuming to organise. Effective IPCE can produce positive experiences for students and faculty; however, less is published about patient and organisational outcomes.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Interprofessional pre-qualification clinical education: a systematic review

Davidson¹,

Smith²,

Dodd³

et al. 2008

Aust. Health Review

View full text Add to dashboard Cite

show abstract

“…This can isolate professionals from one another and impede their collaborative learning and practice opportunities (e.g., Freeth & Nicol, 1998;Reeves & Pryce, 1998). In addition, professional or ''turf'' protectionism is another cultural factor which has negatively impacted students and practitioners in participating in IPE (Itano et al, 1991;Skovholt et al, 1994;Connolly, 1995;Pirrie et al, 1998).…”

Section: Socialization and Its Effects On Ipementioning

confidence: 96%

Key elements of interprofessional education. Part 2: Factors, processes and outcomes

Oandasan

Reeves

2005

Journal of Interprofessional Care

242

156

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In the second paper of this two part series on Key Elements of Interprofessional Education (IPE), we highlight factors for success in IPE based on a systematic literature review conducted for Health Canada in its "Interprofessional Education for Patient Centred Practice" (IECPCP) initiative in Canada (Oandasan et al., 2004). The paper initially discusses micro (individual level) meso (institutional/organizational level) and macro (socio-cultural and political level) factors that can influence the success of an IPE initiative. The discussion provides the infrastructure for the introduction of a proposed framework for educators to utilize in the planning and implementation of an IPE program to enhance a learner's opportunity to become a collaborative practitioner. The paper also discusses key issues related to the evaluation of IPE and its varied outcomes. Lastly, it gives the reader suggestions of outcome measurements that can be used within the proposed IPE framework.

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“…However, the results from these studies must be treated with caution as, although incorporating a wide variety of professions, numbers of participants are often limited and the student/researcher relationship is rarely described (e.g., Parsell et al, 1998). Furthermore, as long-term follow-ups were not undertaken, evidence that these outcomes are sustained or carried over into working practice is limited (Itano et al, 1991;Parsell et al, 1998). There is still debate regarding outcomes, optimum timing, subject matter and effective pedagogical strategies (Pirrie et al, 1998;Barr, 2000;Hall & Weaver, 2001).…”

Section: Introductionmentioning

confidence: 92%

Exploring physiotherapy students' experiences of interprofessional collaboration in the clinical setting: A critical incident study

Robson

Kitchen

2007

Journal of Interprofessional Care

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Effective interprofessional collaboration is considered essential for optimum healthcare delivery. Studies have investigated interprofessional education (IPE) as a means for improving collaborative practice, and evidence suggests that the clinical setting offers opportunities for interprofessional learning (IPL). Little is known, however, about the aspects of clinical practice that students perceive as meaningful to their IPL. This study explores physiotherapy students' experiences of collaborative working, and identifies their perceptions of the skills used and factors affecting interprofessional interactions in the clinical setting. Twenty second-year physiotherapy students studying in London provided written critical incident reports describing good and poor interprofessional collaborative encounters in the clinical setting. The data were subjected to thematic content analysis. Students identified communication and interprofessional relationships as the main factors affecting collaboration and perceived teamwork in formal contexts (e.g., team meetings) as generally effective with positive outcomes for professionals and patients. Informal collaboration was perceived to be poor and attributed primarily to insufficient direct contact and communication. The wide range of described experiences and learning outcomes indicate that clinical placements provide potentially valuable IPL opportunities. Facilitating the development of informal (ad hoc) collaborative teamwork skills is proposed as an important consideration when planning and implementing IPE in this setting.

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Impact of a student interdisciplinary oncology team project

Cited by 23 publications

References 0 publications

Interprofessional pre-qualification clinical education: a systematic review

Interprofessional pre-qualification clinical education: a systematic review

Key elements of interprofessional education. Part 2: Factors, processes and outcomes

Exploring physiotherapy students' experiences of interprofessional collaboration in the clinical setting: A critical incident study

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