Interprofessional education in primary health care for entry level students — A systematic literature review

Kent, Fiona; Keating, Jennifer Lyn

doi:10.1016/j.nedt.2015.05.005

Cited by 59 publications

(55 citation statements)

References 42 publications

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“…This realist review adds useful information with respect to the contexts and mechanisms underpinning effective interprofessional workplace learning beyond that already provided in previous systematic reviews . The results echo recommendations in the recent Association for Medical Education in Europe (AMEE) guide for implementing interprofessional programmes .…”

Section: Discussionmentioning

confidence: 52%

“…However, studies were predominately conducted with postgraduate learners . Multiple reviews investigating IPE for pre‐registration students have been conducted . Academic settings are most commonly utilised, and the majority of programmes include students from either two or three professions .…”

Section: Introductionmentioning

confidence: 99%

“…Academic settings are most commonly utilised, and the majority of programmes include students from either two or three professions . Interprofessional student education in primary health care settings has contributed to learners acquiring teamwork skills and knowledge of others’ roles, although many primary care placements have involved volunteer or elective students rather than routine clinical education placements . Olson and Bialocerkowski investigated IPE curricula within university settings across allied health professions and reported large gaps in the descriptions of participants, methods, theory and contexts.…”

Section: Introductionmentioning

confidence: 99%

“…10 Interprofessional student education in primary health care settings has contributed to learners acquiring teamwork skills and knowledge of others' roles, although many primary care placements have involved volunteer or elective students rather than routine clinical education placements. 11 Olson and Bialocerkowski 12 investigated IPE curricula within university settings across allied health professions and reported large gaps in the descriptions of participants, methods, theory and contexts. The authors called for a realist approach to future analyses of interprofessional curricular initiatives to better inform curriculum design.…”

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confidence: 99%

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Pre-registration interprofessional clinical education in the workplace: a realist review

et al. 2017

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Section: Discussionmentioning

confidence: 52%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Pre-registration interprofessional clinical education in the workplace: a realist review

et al. 2017

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“…Interprofessional education (IPE) is the practice of students from different health professions learning 'from, with and about each other' (Freeth et al 2005: 15) in preparation for interprofessional work as a health care practitioner. IPE aims to bring about greater understanding of one's own and other professionals' roles and there is some evidence for it leading to improved collaboration and patient outcomes (Kent and Keating 2015;). Approaches to IPE vary, from large multi-professional lectures where students from many professions learn alongside one another, to short-term small group activities where students collaborate to create treatment plans for simulated patients, to training wards where students of different professions work together to care for real patients (Olson and Bialocerkowski 2014;Oandasan and Reeves 2005).…”

Section: Introductionmentioning

confidence: 99%

Examining Interprofessional Education Through the Lens of Interdisciplinarity: Power, Knowledge and New Ontological Subjects

Olson

Brosnan

2017

Minerva

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Interprofessional education (IPE) -students of different professions learning together, from and about each other -is increasingly common in health professional degrees. Despite its explicit aims of transforming identities, practices and relationships within/across health professions, IPE remains under-theorised sociologically, with most IPE scholarship focussed on evaluating specific interventions. In particular, the significance of a shared knowledge base for shaping professional power and subjectivity in IPE has been overlooked. In this paper we begin to develop a framework for theorising IPE in allied health, by drawing parallels with a cognate area in which there has already been fruitful conceptual development: interdisciplinarity. Specifically, we offer a worked example of how the two areas may be brought into dialogue, by deploying Barry, Born and Weszkalnys' (2008) conceptualisation of interdisciplinarity as a lens for understanding IPE. Following Barry et al. (2008) we delineate a number of 'modes' and 'logics' of knowledge-production that emerge both in IPE literature and in our own empirical study of IPE. Our empirical data are drawn from 32 semi-structured interviews with 19 allied health students participating in an IPE curriculum at one Australian university. Findings point to the emergence of interprofessional practitioner identities among students that have the potential to undermine traditional epistemological boundaries and transcend role-based distinctions in future health profession(al)s. We argue that Barry et al.'s 'logic of ontology' sheds light on previously unidentified processes of transformation within IPE, and offers a theoretical framework that can explain the importance of a shared pan-professional knowledge base for the reflexive individual construction of new interprofessional ontological subjects.

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The impact of interprofessional education on students' current and desired competence in diabetes care

et al. 2022

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Aim To explore the impact of interprofessional education (IPE) on undergraduate nursing and medical students' knowledge, competence and targeted competence in diabetes care. Design Mixed methods design. Methods A voluntary IPE course of diabetes management was organized for nursing (n = 15) and medical (n = 15) students, who performed a diabetes knowledge test and self‐evaluation of diabetes competence before and after the course and were compared with non‐participating students. The participating students' focus‐group interviews were analysed using inductive content analysis. Results The IPE course improved nursing students' diabetes knowledge and self‐evaluated competence among nursing and medical students. The baseline differences in self‐evaluated competence between the groups disappeared. The non‐participating students evaluated their competence higher than the participants, though they scored lower or equally in the knowledge test. In conclusion, IPE showed potential in increasing students' self‐evaluated competence, motivation to learn more and nursing students' diabetes knowledge, offering better prospects for future interprofessional diabetes management.

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Interprofessional education in primary health care for entry level students — A systematic literature review

Cited by 59 publications

References 42 publications

Pre-registration interprofessional clinical education in the workplace: a realist review

Pre-registration interprofessional clinical education in the workplace: a realist review

Examining Interprofessional Education Through the Lens of Interdisciplinarity: Power, Knowledge and New Ontological Subjects

The impact of interprofessional education on students' current and desired competence in diabetes care

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