Interprofessional education: a review of context, learning and the research agenda

Thistlethwaite, Jill

doi:10.1111/j.1365-2923.2011.04143.x

Cited by 459 publications

(383 citation statements)

References 48 publications

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“…Although there are many ways to assess individual competence, using for example, case studies, reflective writing, exam questions, there are few agreements on assessing the individual within a team setting and there are clear tensions concerning different professional approaches should this take place o in practice assessment requirements (Dunworth, 2007;Thistlethwaite, 2012).…”

Section: Introductionmentioning

confidence: 99%

Assessing interprofessional competence using a prospective reflective portfolio

Domaç

Anderson

O’Reilly

et al. 2014

Journal of Interprofessional Care

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. The assessment of interprofessional competence or capability following interprofessional education remains essential if we are to ensure future practitioners who are able to work in teams and collaborate for improved health outcomes. Any IPE curriculum must design and describe its theoretical stance and this also applies to how learning will be assessed. This article reports on a study of the use of a Portfolio used by students across ten professions as a flexible framework for students to demonstrate their interprofessional learning throughout an entire IPE curriculum. Using a qualitative approach, content and thematic analysis, the completed Portfolios of a proportion of students from medicine, social work and speech and language therapy were read and a sub-set of students were interviewed to gain their perceptions of this assessment process. The findings are discussed in the light of the value of reflection for learning to consolidate interprofessional understandings and how the different student cohorts write differently about the same learning events. Recommendations including how the Portfolio has since been modified to assure preparation for future practice are included.

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Section: Introductionmentioning

confidence: 99%

Assessing interprofessional competence using a prospective reflective portfolio

Domaç

Anderson

O’Reilly

et al. 2014

Journal of Interprofessional Care

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“…(William J. Mayo, 1910) In the past decades, growing evidence has emerged demonstrating the role of interprofessional education (IPE) in underpinning the improvement of IPC and patient care [4,5].…”

Section: Introductionmentioning

confidence: 99%

The Benefits and Challenges of Interprofessional Education Assessment for Health Care Professionals

Tan¹,

Jiang²

2017

Korean Med Educ Rev

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Interprofessional education (IPE) fosters effective team-based collaborative practice among members of different health care professions to advance high-quality and safe patient care. Although the importance of IPE has been recognized and IPE initiatives have expanded rapidly in the past decades, substantial difficulties in IPE assessment still exist. At present, a lack of consensus on the optimal approach to IPE assessment contributes to uncertainty about the level of attainment of collaborative team performance. This paper aims to provide an overview of the benefits and current challenges associated with IPE assessment. Furthermore, a multifactor model with an assessment matrix and assessment blueprints from a recent study is briefly discussed. We also provide examples of assessment blueprints for the team management of stroke patient discharge covering a competency examination at the levels of individuals, the team, and the task.

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“…In the domain of health care, terms such as multidisciplinary, interdisciplinary, and multiprofessional have often been used synonymously since the 1960s to designate a context in which various professions and professionals are represented (Thistlethwaite, 2012). Especially over the last two decades, the World Health Organization (WHO) has been the main advocate for employing approaches that bring together individuals from different professions in the design of health care education, research, and practice (WHO, 1988;WHO, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…In a recent review of IPE literature (Thistlethwaite, 2012), forming a research agenda around health care curriculum has been deemed critical, as the effective development of IPE rests on our ability to "identify approaches for effectively graduating students with developed interprofessional capabilities" and to "review existing IPE programs for what has been learned and for what can be adapted to existing and new IPE initiatives" (p. 65). Achieving this level of awareness is imperative if health care students are to truly understand professional boundaries, reflect critically on their relationship with other members of a health care delivery team, and become aware of stereotypes that reside in self and in others.…”

Section: Introductionmentioning

confidence: 99%

Promoting Collaboration in Health Care Teams through Interprofessional Education: A Simulation Case Study

Ekmekci

2013

IJHE

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This simulation study explores how the integration of interprofessional components into health care curriculum may impact professional stereotyping and collaborative behavior in care delivery teams comprised of a physician, a registered nurse, a physician's assistant, a physical therapist, and a radiation therapist. As part of the agent-based modeling simulation, 500 students completed a curriculum with no IPE component and another 500 completed the same curriculum in which 25% of the courses being offered had IPE components embedded. The 500 students completing the non-IPE curriculum were asked to randomly form 100 health care delivery teams consisting of a member from each of the five professions examined in the study (i.e., MD, RN, PA, PT, and RT). The same was asked of the 500 students completing the IPE curriculum. The 100 teams in each group (constituting a total of 200 teams) were then asked to treat a patient over the course of a week. Findings indicate that the tendency for stereotyping was significantly lower (p<.001) for students attending curriculum containing IPE components, as compared to students attending curriculum without an IPE component. The individual and team mean scores for collaborative behavior -as represented by the number of links formed between team members throughout the seven-day period, during which the teams provided care to their patients -were significantly higher (p<.001).

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Interprofessional education: a review of context, learning and the research agenda

Abstract: Interprofessional education draws from a number of education, sociology and psychology theories, and these are briefly discussed. The most pressing research questions for the IPE community are defined and the challenges for IPE explored.

Cited by 459 publications

References 48 publications

Assessing interprofessional competence using a prospective reflective portfolio

Assessing interprofessional competence using a prospective reflective portfolio

The Benefits and Challenges of Interprofessional Education Assessment for Health Care Professionals

Promoting Collaboration in Health Care Teams through Interprofessional Education: A Simulation Case Study

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