Implementing and evaluating interprofessional education for health sciences students: Early experiences from a Canadian College

Gaudet, Julie; Shekter-Wolfson, Lorie F.; Seaberg, Rivie; Stulla, Doug; Cohoon, Ceilidh; Kapelus, Gary; Goldman, Joanne; Reeves, Scott

doi:10.1080/13561820701273190

Cited by 3 publications

(11 citation statements)

References 4 publications

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“…Podiatry students were not found in any of the studies in this review; health services management students were found in one. 27 Other health professions involved in IPE activities most often included nursing (n = 13), 19,21,25,[27][28][29][30][31][32][34][35][36][37] pharmacy (n = 8) 21,25,29,31,32,34,36,37 or medicine (n = 7). 19,21,25,28,31,32,34 Background information beyond the profession and year of study was lacking in most studies.…”

Section: Student Characteristicsmentioning

confidence: 99%

“…The majority of studies were conducted in Canada (n = 7) 21,25,27,32,34,36,37 or the USA (n = 6). 14,20,[29][30][31]33 None of the studies provided detailed descriptions of the institutions where the IPE activities were undertaken, despite underscoring the influence of organisational factors.…”

Section: Institutional Characteristicsmentioning

confidence: 99%

“…19,27,30,32,37 Most used pedagogical theories on strategies for effective health professional education, such as Allport's intergroup contact theory, 37 Benner's theory 30 and the constructivist learning theory. 19 Other theories included Witz's model of professional closure, which focuses on power and boundary work, 32 and Barr et al's 27 typology, which examines levels of change in IPE outcomes.…”

Section: Theoriesmentioning

confidence: 99%

“…21,[25][26][27][29][30][31]34,35 Three studies included postgraduate students exclusively. 14,20,33 Most studies involved physiotherapy (n = 15) 14,[19][20][21]25,26,28,29,[31][32][33][34][35][36][37] or occupational therapy (n = 10) 21,25,29,30,[32][33][34][35][36][37] students.…”

Section: Student Characteristicsmentioning

confidence: 99%

“…Shoemaker et al Mean 20-24 Median 18-24 n/a n/a Gender 77% female; 22% male 73% female; 27% male n/a n/a Socio-economic n/a n/a n/a n/a Cultural n/a n/a n/a (Caucasian) -the group is described as lacking cultural diversity Name n/a Allport's (1954) intergroup contact theory n/a n/a Focus n/a Effective inter-group learning activities n/a n/ Davies et al 26 Eccott et al 21 Gaudet et al 27 Hayashi et al …”

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confidence: 99%

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Interprofessional education in allied health: a systematic review

2014

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OBJECTIVES During the past decade, several studies have systematically reviewed interpro-fessional education (IPE), but few have inclusively reviewed this literature. None has focused primarily on IPE in allied health, despite differences in recruitment and socialisation across the health professions. This systematic review seeks to uncover the best approach to pre-licensure, university-based allied health IPE to determine which aspects require modification in which contexts to provide optimal learning experiences. METHODS A systematic search of 10 databases was conducted for articles published in Eng-lish, between January 1998 and January 2013. Studies were included if they used quantitative or qualitative methodologies to report on the outcomes associated with IPE in allied health. Two independent reviewers identified studies that met the inclusion criteria, critically appraised the included studies and extracted data relating to the effectiveness of IPE in allied health. Data were synthesised narratively to address the study aims. RESULTS Large gaps-relating to methods, theory and context-remain within this body of literature. Studies measured students' attitudes and understanding of other health professional roles, teamwork and knowledge in response to IPE interventions using patient scenarios, lectures and small-group work. Differences in power and curriculum placement were described as factors affecting IPE effectiveness. CONCLUSIONS Evaluation remains the primary aim within this literature. Few studies use theory, take an inductive approach to understanding the processes behind IPE or include detailed participant descriptions. Therefore, we suggest that IPE research is currently caught in an epistemological struggle, between assumptions underpinning biomedical and health science research, and those underpinning education studies. As part of a systems approach to understanding interprofessional socialisation, we call for researchers to take a realistic approach to evaluation that is inclusive of, and responsive to, contextual factors to explore how IPE leads to improved long-term outcomes in differing circumstances. INTRODUCTION For the past decade, patient care has become less focused on acute conditions, which are institutionally managed, and more focused on chronic disorders, which are typically managed in the community 1,2 and address quality-of-life issues. 3 This shift means that patients are reliant on complex organisations of services involving various health professionals across a variety of settings. 2 Patients and carers often describe experiences of falling through the 'cracks' and feeling 'lost' because of poor communication and collaboration between health professionals who are providing treatment. This tends to result in a lack of continuity of care. 4,5 To address these undesirable aspects of health care, interprofessional education (IPE) is being progressively introduced into university-based medicine, nursing and allied health curricula to improve teamwork and to increase the understandin...

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Section: Student Characteristicsmentioning

confidence: 99%

Section: Institutional Characteristicsmentioning

confidence: 99%

Section: Theoriesmentioning

confidence: 99%

Section: Student Characteristicsmentioning

confidence: 99%

mentioning

confidence: 99%

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Interprofessional education in allied health: a systematic review

2014

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Interprofessional health promotion field placement: Applied learning through the collaborative practice of health promotion

Kapelus

Karim

Pimento

et al. 2009

Journal of Interprofessional Care

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Barriers and enablers that influence sustainable interprofessional education: a literature review

Lawlis¹,

Anson²,

Greenfield³

2014

Journal of Interprofessional Care

241

138

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The effective incorporation of interprofessional education (IPE) within health professional curricula requires the synchronised and systematic collaboration between and within the various stakeholders. Higher education institutions, as primary health education providers, have the capacity to advocate and facilitate this collaboration. However, due to the diversity of stakeholders, facilitating the pedagogical change can be challenging and complex, and brings a degree of uncertainty and resistance. This review, through an analysis of the barriers and enablers investigates the involvement of stakeholders in higher education IPE through three primary stakeholder levels: Government and Professional, Institutional and Individual. A review of eight primary databases using 21 search terms resulted in 40 papers for review. While the barriers to IPE are widely reported within the higher education IPE literature, little is documented about the enablers of IPE. Similarly, the specific identification and importance of enablers for IPE sustainability and the dual nature of some barriers and enablers have not been previously reported. An analysis of the barriers and enablers of IPE across the different stakeholder levels reveals five key "fundamental elements" critical to achieving sustainable IPE in higher education curricula.

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Implementing and evaluating interprofessional education for health sciences students: Early experiences from a Canadian College

Cited by 3 publications

References 4 publications

Interprofessional education in allied health: a systematic review

Interprofessional education in allied health: a systematic review

Interprofessional health promotion field placement: Applied learning through the collaborative practice of health promotion

Barriers and enablers that influence sustainable interprofessional education: a literature review

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