Interprofessional education in undergraduate healthcare programmes: the reaction of student dietitians

Whelan, Kevin; Thomas, Judith; Cooper, S.; Hilton, Ros; Jones, Sue; Newton, Tim; O’Neill, Bernadette; Gill, Elaine

doi:10.1111/j.1365-277x.2005.00650.x

Cited by 20 publications

(17 citation statements)

References 5 publications

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“…There were multiple studies conducted in Australia [8,36,37], Canada [13,38,39], and the United States of America (USA) [10,35,40]. Most included studies (n=8/11, 72.7%) evaluated intradisciplinary learning outcomes for students enrolled in physiotherapy [8,[36][37][38], occupational therapy [13,35,40] and dietetics [41] programs. However, it is important to note that three Australian studies sampled the same group of physiotherapy students [8,36,37] and the publications are based on the same educational program.…”

Section: Study Characteristicsmentioning

confidence: 99%

“…The pedagogical approach used by educators was varied, comprising learning approaches across transformative learning [8,13,36,37], constructivist [37,42], arts-based [13], inter-professional learning [41,42], problem-based learning [38,39] and experiential learning [40] approaches. The remaining studies in this review did not specify a particular approach [10,35].…”

Section: Pedagogy and Content Of Interventionsmentioning

confidence: 99%

“…Two other studies also provided ethics education in the early stages of the educational program (i.e. to first year students) [41,42] with the remaining study including ethics training throughout the overall curriculum [39]. Across studies, there was considerable variation in the content of ethics education, with most focusing on development of moral reasoning and thinking [8,10,36,37,39], or ethical theory and principles [13,38,42].…”

Section: Pedagogy and Content Of Interventionsmentioning

confidence: 99%

“…Across studies, there was considerable variation in the content of ethics education, with most focusing on development of moral reasoning and thinking [8,10,36,37,39], or ethical theory and principles [13,38,42]. Relatively few studies focused on professional behaviours such as communication and empathy [40,41], or used a combined approach [35].…”

Section: Pedagogy and Content Of Interventionsmentioning

confidence: 99%

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Ethics Education in Allied Health: A Systematic Review of Learning Outcomes for Entry-Level Students

Wiles

Murray²,

Baker³

et al. 2016

HSS

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Abstract:The complexities of modern healthcare pose a range of ethical issues for health professionals. In preparing student health professionals for these complexities, entry-level education must go beyond exposure to ethical theory, codes and standards. The aim of this systematic review was to determine the student learning outcomes reported in peer-reviewed allied health literature following ethics training. The review method included an a priori protocol, adherence to PRISMA statement, with critical appraisal via the Critical Appraisal Checklist for an Article on an Educational Intervention and The Critical Appraisal Skills Program (CASP) Qualitative Checklist. From a total of 1237 possible records published between 1991 and 2015, 11 studies of variable methodological quality met the inclusion criteria for final synthesis. Studies focused on teaching to occupational therapy, physiotherapy, pharmacy and dietetics students (n=588). Heterogeneity among studies precluded metaanalysis and data were synthesised qualitatively in a narrative format. A range of outcomes measures were used in the reviewed publications including the Structure of the Observed Learning Outcomes (SOLO), Defining Issues Test (DIT), Readiness for Interprofessional Learning Scale (RIPLS), Attitudes to Health Professionals Questionnaire (AHPQ), Student Development Task Lifestyle Inventory (SDTLI) and the Socio-moral Reflection Measure-short form (SRM-SF). Other studies surveyed students at the completion of the educational intervention using free text questions or Likert scales. The pedagogical approach used was varied, including transformative, constructivist, arts-based, inter-professional, problem-based or experiential learning approaches. The findings of this review suggest that given the current body of evidence, the teaching of ethics to and for allied health students should include the delivery of ethics focused content, be intensive in nature, link theory with real-life situations and practice, and expose students to multiple views using a variety of methods such as reflection and discussion of ambiguous, controversial topics. While the exact prescription of ethics training to maximise efficacy and uptake is unknown, there is some suggestion that immediate learning outcomes may follow a dose-response pattern, providing potential for future teaching models to incorporate repeated ethics exposure support for cumulative and sustained learning.

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Section: Study Characteristicsmentioning

confidence: 99%

Section: Pedagogy and Content Of Interventionsmentioning

confidence: 99%

Section: Pedagogy and Content Of Interventionsmentioning

confidence: 99%

Section: Pedagogy and Content Of Interventionsmentioning

confidence: 99%

See 2 more Smart Citations

Ethics Education in Allied Health: A Systematic Review of Learning Outcomes for Entry-Level Students

Wiles

Murray²,

Baker³

et al. 2016

HSS

View full text Add to dashboard Cite

show abstract

“…Role play with students playing the patient for their peers is thought to be as positive a learning experience as the use of simulated patients and is more costeffective (48) . Teaching communication skills as part of an inter-professional workshop has been well received by students (50) . Whatever methods are used prequalification training needs to give students opportunities to recognise the skills base needed, to develop the skills, to have that skill tested and to have individualised feedback to allow opportunities for improvement (49) .…”

Section: Pre-qualification (Or Pre-registration) Training In Communicmentioning

confidence: 99%

Changing dietary behaviour: the role and development of practitioner communication

Whitehead

2015

Proc. Nutr. Soc.

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The need to support people to change diet-related behaviour is widely advocated and how to do this effectively in practice is an expanding area of research. Important factors to consider are how healthcare practitioners communicate with their patients and how that communication may affect diet-related behaviour change and subsequent outcomes. The aim of the present paper is to discuss communication skills for behaviour change (CSBC), focusing predominantly on registered dietitians who are required to communicate effectively and have an important role in supporting patients to change diet-related behaviour. The views of dietitians in relation to CSBC have been investigated and respondents have consistently reported that they perceive these skills to be of vital importance in practice. Patient views have reiterated the importance of good CSBC in one-to-one consultations. However, pre-qualification training of dietitians is thought to deliver practitioners who are competent at a minimum level. The need for ongoing continuous professional development (CPD) in relation to CSBC has been recognised but currently most CPD focuses on updating knowledge rather than improving these essential skills. Measuring CSBC in a consistent and objective manner is difficult and an assessment tool, DIET-COMMS, has been developed and validated for this purpose. DIET-COMMS can be used to support CSBC development, but concerns about logistical challenges and acceptability of implementing this in practice have been raised. Although a suitable assessment tool now exists there is a need to develop ways to facilitate assessment of CSBC in practice.

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Teaching and Learning Ethics in Healthcare

Knight¹,

Papanikitas²

2021

Clinical Education for the Health Professions

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Interprofessional education in undergraduate healthcare programmes: the reaction of student dietitians

Cited by 20 publications

References 5 publications

Ethics Education in Allied Health: A Systematic Review of Learning Outcomes for Entry-Level Students

Ethics Education in Allied Health: A Systematic Review of Learning Outcomes for Entry-Level Students

Changing dietary behaviour: the role and development of practitioner communication

Teaching and Learning Ethics in Healthcare

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