Interprofessional learning and higher education structural barriers

Gilbert, John K.

doi:10.1080/13561820500067132

Cited by 226 publications

(195 citation statements)

References 20 publications

(14 reference statements)

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“…This model requires shared responsibility between partner organisations; this is known to be essential for any successful IPE programme (Gilbert, 2005;. Education leaders within HEIs who seek to build practice-based IPL must identify service organisations as partners.…”

Section: Establish the Organisational Infrastructurementioning

confidence: 99%

Interprofessional Education and Practice Guide No. 6: Developing practice-based interprofessional learning using a short placement model

Anderson

Ford

Kinnair

2016

Journal of Interprofessional Care

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Offering undergraduate and post-qualified learners opportunities to take part in, and reflect on, the nature of interprofessional working when in practice remains an important goal for interprofessional educators. There are a plethora of opportunities within hospital and community care for learners to actively participate in health and social care delivery where collaborative practice prevails. However, it remains challenging to know how to establish and sustain meaningful interprofessional practice-based learning. This is because profession-specific teaching is prioritised and many teams are under-resourced leaving little time for additional teaching activities. In some instances practitioners lack the knowledge concerning how to design meaningful interprofessional learning and often feel unprepared for this teaching because of limited interprofessional faculty development. Others are simply unaware of the presence of the different students within their practice area. This guide offers key lessons developed over many years for setting up practice-based interprofessional education. The learning model has been adapted and adopted in different settings and countries and offers a method for engaging clinical front-line practitioners in learning with, and from learners who can help support and in some instances advance care delivery.

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Section: Establish the Organisational Infrastructurementioning

confidence: 99%

Interprofessional Education and Practice Guide No. 6: Developing practice-based interprofessional learning using a short placement model

Anderson

Ford

Kinnair

2016

Journal of Interprofessional Care

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“…However, the implementation of IPE, particularly experiences requiring multiple hours of student interaction over several weeks or months, faces numerous institutional challenges. These include institutional leadership support, timetable and scheduling differences across programs, access to classrooms of appropriate size and number, sufficient numbers of trained faculty to facilitate educational sessions, and assimilation into curricular structures [6,7,12,15]. Such challenges can be daunting for an institution discussing how to establish interprofessional education experiences with multiple institutional curricula.…”

Section: Journal Of Research Inmentioning

confidence: 99%

“…Although more substantive efforts in IPE have occurred in the United Kingdom and Canada for many years [6][7][8], the literature provides evidence of a variety of IPE courses and student activities within United States (U.S.) health professions schools [9][10][11][12][13], suggesting that IPE is evolving with increasing frequency and scope in the U.S. The literature provides a few examples of semester-or year-long IPE learning experiences for students at U.S. academic health centres [9,14].…”

Section: Journal Of Research Inmentioning

confidence: 99%

A Novel Approach to Interprofessional Education: Interprofessional Day, the Four-Year Experience at the Medical University of South Carolina

Hall¹,

Zoller²,

West³

et al. 2011

JRIPE

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Background: In order to introduce students to different disciplines and promote interprofessional teamwork, the Medical University of South Carolina developed an innovative educational program, Interprofessional (IP) Day, for all first-and second-year health professions students. The IP Day Committee, composed of representatives from each of the six colleges (pharmacy, nursing, medicine, graduate studies, health professions, and dental medicine), coordinates the day's activities. The morning session (for second-year students only) and the afternoon session (for first-year students only) each begin with a large group meeting where an invited speaker details the concept and implementation of interprofessional teamwork. Following the speaker, students divide into small discussion groups containing at least one student from each of the six colleges and led by a faculty member and student facilitators. The first-year session introduces the role of each discipline (e.g., occupational therapy, nursing). The second-year session promotes teamwork among the professions via a case discussion. Methods and Findings:We assessed the students' satisfaction with the program and measured their attitudes toward interprofessional collaboration using both quantitative and qualitative methods. Results from a formative evaluation of the IP Day suggest improved knowledge about other healthcare professions after participating in interprofessional day, particularly for first-year students.Conclusions: IP Day lays the groundwork for our students' successful interprofessional collaborative experience at MUSC, a paramount university goal.

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“…Their major task is to maintain strong partnerships across professions, organisations and institutions (Bjørke & Haavie 2006;Gilbert 2005). Mostly there is one IPE Champion, a sole voice who is responsible for the early vision for IPE and for initiating the local IPE curriculum.…”

Section: Insert Table 141 Herementioning

confidence: 99%