Interprofessional service-learning: cutting teeth and learning to crawl

Snyman, Stefanus; Donald, Hananja

doi:10.1080/13561820.2019.1611288

Cited by 9 publications

(14 citation statements)

References 26 publications

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“… Evaluation of placements and experience on student outcomes . Evaluation of the impact of clinical placements on students’ attitudes and/or perspectives towards IPE, IPC, IPL, IPP, and/or their placement experience was a purpose in 30 articles [ 49 – 52 , 63 , 65 , 68 , 72 , 73 , 76 – 78 , 82 , 83 , 85 , 98 , 117 , 118 , 121 , 122 , 130 , 135 – 143 ]. In 28 articles a purpose was to describe some specific aspect of the students’ perceptions on their experience, learning, or success from the IPP education initiative, such as competency development, cultural beliefs, interprofessional socialization, understanding of complex health issues, or other aspect of professional development [ 49 – 51 , 54 , 55 , 58 , 60 , 66 , 72 , 74 , 75 , 79 , 80 , 97 – 99 , 116 , 118 , 122 , 123 , 127 , 130 , 133 , 142 , 144 – 147 ].…”

Section: Resultsmentioning

confidence: 99%

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

Nagel,

Penner,

Halas

et al. 2024

BMC Med Educ

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Background Interprofessional collaborative team-based approaches to care in health service delivery has been identified as important to health care reform around the world. Many academic institutions have integrated interprofessional education (IPE) into curricula for pre-licensure students in healthcare disciplines, but few provide formal initiatives for interprofessional practice (IPP). It is recognized that experiential learning (EL) can play a significant role supporting IPP education initiatives; however, little is known of how EL is used within education for IPP in healthcare settings. Methods We conducted a scoping review to map peer-reviewed literature describing IPP education initiatives involving EL for pre-licensure students in healthcare disciplines. A literature search was executed in MEDLINE, CINAHL, EMBASE, ERIC, PsycINFO, Scopus, and Social Services Abstracts. After deduplication, two independent reviewers screened titles and abstracts of 5664 records and then 252 full-text articles that yielded 100 articles for data extraction. Data was extracted using an Excel template, and results synthesized for presentation in narrative and tabular formats. Results The 100 included articles represented 12 countries and IPP education initiatives were described in three main typologies of literature – primary research, program descriptions, and program evaluations. Forty-three articles used a theory, framework, or model for design of their initiatives with only eight specific to EL. A variety of teaching and learning strategies were employed, such as small interprofessional groups of students, team huddles, direct provision of care, and reflective activities, but few initiatives utilized a full EL cycle. A range of perspectives and outcomes were evaluated such as student learning outcomes, including competencies associated with IPP, impacts and perceptions of the IPP initiatives, and others such as client satisfaction. Conclusion Few educational frameworks specific to EL have been used to inform EL teaching and learning strategies to consolidate IPE learning and prepare students for IPP in healthcare settings. Further development and evaluation of existing EL frameworks and models would be beneficial in supporting robust IPP educational initiatives for students in healthcare disciplines. Intentional, thoughtful, and comprehensive use of EL informed by theory can contribute important advances in IPP educational approaches and the preparation of a future health care workforce.

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Section: Resultsmentioning

confidence: 99%

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

Nagel,

Penner,

Halas

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…There was also more appreciation of collaboration and each profession's role in effective team performance (Martini & Caceres, 2012;Mpofu et al, 2014;Reitsma et al, 2019;Snyman & Donald, 2019).…”

Section: Modification Of Perceptions and Attitudesmentioning

confidence: 99%

The status and outcomes of interprofessional health education in sub-Saharan Africa: A systematic review

Kitema

Laidlaw

O’Carroll

et al. 2023

Journal of Interprofessional Care

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The increasing burden of chronic diseases, and shortage of health care workers especially in Low and Middle Income countries (LMICs) requires greater collaborative working between health professions. There is a growing body of evidence that interprofessional education (IPE) and interprofessional continuous education (IPCE) can improve collaborative practice thus strengthening health care delivery in low resource settings. The World Health Organization (WHO) promotes this educational strategy in these regions as part of wider programs to improve health care. The purpose of this systematic review was to summarize IPE and IPCE activities in sub-Saharan Africa (SSA) and its outcomes; including practice, service and patient outcomes. Standard guidelines for conducting and reporting systematic reviews were followed. The online databases searched included MEDLINE, Embase, Education Resources Information Centre (ERIC), the Cumulative Index of Nursing and Allied Health Literature (CINAHL) and Science Direct. The Kirkpatrick model was used to classify IPE outcomes reported from literature. Following full text screening, 41 articles were selected for data extraction. It was found that IPE/IPCE is still a relatively new concept in SSA with 93% of studies published after 2012. Furthermore, IPE is concentrated predominantly in undergraduate institutions and mainly implemented to improve collaborative practice and address important public health concerns. Positive reaction and outcomes of IPE/IPCE were reported in terms of change of attitude and perception toward collaborative practice as well as knowledge and skills acquisition. Few studies in SSA sought to understand and measure the outcomes of IPE/IPCE relating to health care practice. More work in this important potential outcome of IPE/IPCE is recommended.

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“…The idea of rethinking RM training was discussed at departmental management committee meetings (2019), in which each of the rehabilitation science divisions' departmental head serves. Good practice examples of active interprofessional education (IPE) and clinical practice were already initiated at SUN and were active in selected (albeit limited) health facility training sites Snyman & Donald 2019). Viewed as a significant facilitator in the process, this was used as a springboard from which the idea of interdivisional research training was introduced.…”

Section: Getting Started: Leadership Buy-inmentioning

confidence: 99%

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

Khuabi¹,

Bardien²,

Beer³

et al. 2022

Human Functioning, Technology and Health

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published.v Research justificationThis book focuses on learning and teaching in rehabilitation sciences in an African context. This book is the second volume in the book series, 'Health, Functioning and Technology', and brings together the key themes of the series by focusing on how education can impact health and functioning through various innovative methods, including the use of technology. In this book, we discuss local contextual drivers for renewing rehabilitation professions curricula that support graduates to become competent, socially accountable and adaptable to change.

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Interprofessional service-learning: cutting teeth and learning to crawl

Cited by 9 publications

References 26 publications

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

The status and outcomes of interprofessional health education in sub-Saharan Africa: A systematic review

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

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