Interprofessional training in the context of clinical practice: goals and students' perceptions on clinical education wards

Ponzer, Sari; Hylin, Uffe; Kusoffsky, Ann; Lauffs, Monica; Lonka, Kirsti; Mattiasson, Anne‐Cathrine; Nordström, Gun

doi:10.1111/j.1365-2929.2004.01848.x

Cited by 197 publications

(205 citation statements)

References 13 publications

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“…The combination of quantitative and qualitative results in this study, in which the results support and strengthen each other, makes the results transferable to other similar settings, and this can be further validated by similar results found earlier (Fallsberg & Wijma 1999;Ponzer et al 2004;Hylin et al 2007). …”

Section: Methodssupporting

confidence: 72%

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This is the closest I have come to being compared to a doctor: Views of medical students on clinical clerkship in an Interprofessional Training Unit

2010

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Section: Methodssupporting

confidence: 72%

“…In the Nordic Countries, Sweden has played a leading role in introducing IPE in the clinical field in health education (Fallsberg & Wijma 1999;Ponzer et al 2004). In Denmark, IPE is explicitly mentioned in the executive order on Bachelor degrees for example in nursing, physiotherapy and occupational therapy.…”

Section: Introductionmentioning

confidence: 99%

This is the closest I have come to being compared to a doctor: Views of medical students on clinical clerkship in an Interprofessional Training Unit

2010

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“…Ponzer et al 2004) and the need for faculty development for facilitators (e.g. Morison et al 2003) as two key elements of this presage factor.…”

Section: Teacher Characteristicsmentioning

confidence: 99%

A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

Reeves

Fletcher

Barr³

et al. 2016

Medical Teacher

682

593

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Background: Interprofessional education (IPE) aims to bring together different professionals to learn with, from and about one another in order to collaborate more effectively in the delivery of safe, high quality care for patients/clients. Given its potential for improving collaboration and care delivery, there have been repeated calls for the wider scale implementation of IPE across education and clinical settings. Increasingly, a range of IPE initiatives are being implemented and evaluated which are adding to the growth of evidence for this form of education. Aim:The overall aim of this review is to update a previous BEME review published in 2007. In doing so, this update sought to synthesise the evolving nature of the IPE evidence.Methods: Medline, CINAHL, BEI and ASSIA were searched from May 2005 to June 2014. Also, journal hand searches were undertaken. All potential abstracts and papers were screened by pairs of reviewers to determine inclusion. All included papers were assessed for methodological quality and those deemed as 'high quality' were included. The presageprocess-product (3P) model and a modified Kirkpatrick model were employed to analyse and synthesise the included studies.Results: Twenty-five new IPE studies were included in this update. These studies were added to the 21 studies from the previous review to form a complete data set of 46 high quality IPE studies. In relation to the 3P model, overall the updated review found that most of the presage and process factors identified from the previous review were further supported in the newer studies. In regards to the products (outcomes) reported, the results from this review continue to show far more positive than neutral or mixed outcomes reported in the included studies. Based on the modified Kirkpatrick model, the included studies suggest that learners respond well to IPE, their attitudes and perceptions of one another improve, and they report increases in collaborative knowledge and skills. There is more limited, but growing, evidence related to changes in behaviour, organisational practice and benefits to patients/clients. Conclusions:This updated review found that key context (presage) and process factors reported in the previous review continue to have resonance on the delivery of IPE. In addition, the newer studies have provided further evidence for the effects on IPE related to a number of different outcomes. Based on these conclusions, a series of key implications for the development of IPE are offered.

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“…On peut faire l'hypothèse que l'exercice de la profession pourrait tirer profit d'une exploitation plus précoce des complémentarités de différentes formations, en mettant en interaction des étudiants de plusieurs filières dans un même processus d'apprentissage auto-dirigé. Diverses modalités d'apprentissage interprofessionnel ont été développées et implantées depuis plusieurs années [1,2] et différents stades de la formation ont été concernés [3][4][5][6] . Les travaux publiés dans le domaine indiquent que l'apprentissage interprofessionnel entraîne des effets favorables sur la collaboration et la communication entre professionnels [7][8][9] .…”

Section: L'apprentissage Interprofessionnelunclassified

Évaluation préliminaire d'un séminaire pilote mixte "médecine/orthophonie", préalable au développement d'un programme interprofessionnel en sciences de la santé

Gelaes¹,

Lefèbvre²,

Maillart³

et al. 2009

Pédagogie Médicale

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Résumé -Contexte et objectif : Les stratégies de l'apprentissage par problèmes peuvent être utilisées dans un contexte mêlant des apprenants d'horizons différents. Nous avons réuni des étudiants, en médecine et en orthophonie, autour de la discussion de problèmes cliniques et nous avons évalué cette intervention au niveau des représentations, des perceptions des rôles respectifs des professions visées, ainsi que sur les pratiques professionnelles futures. Méthodes : Les étudiants des deux formations ont été invités à analyser et discuter des problèmes cliniques en groupes uni-professionnels et ensuite en groupes bi-professionnels. Les productions des groupes, pour chaque problème clinique, ont été discutées en mettant en évidence les spécificités de chacune des approches. Le séminaire a été évalué à l'aide d'un questionnaire administré en début et en fin de session. Résultats et conclusion : La majorité des participants s'est exprimée positivement quant à un impact de ce type de séminaire dans la perspective de la prise en charge future d'un patient, dans le cadre d'un travail en collaboration. Contrairement à nos hypothèses initiales, le séminaire a induit très peu de changements d'opinion chez les participants. Toutefois, des divergences de représentation et de perception des rôles respectifs des deux professions visées ont été observées entre les étudiants méde-cins et orthophonistes. Nous avons également constaté une méconnaissance de la profession d'orthophoniste, chez les étudiants médecins. Les éléments récoltés plaident en faveur d'un apprentissage interprofessionnel précoce afin de permettre aux étudiants de découvrir des professions avec lesquelles ils travailleront très probablement dans le futur, ainsi que de dé-velopper des compétences de collaboration. Keywords:Professional training; interprofessional learning; representation; active learning Abstract -Context and objective:The strategies of PBL could be used in a context that mixes together learners with different backgrounds. We have merged together students in medicine and in speech therapy around the discussion of clinical problems and we have assessed this initiative at the level of representations, perceptions about the respective roles of the target professions, and also on future professional practices. Methods: Students from both formations were invited to analyze and to discuss clinical problems in uni-professional groups and next in bi-professional groups. The productions of the groups were discussed in the light of the specificities of each approach. The seminar was evaluated by means of a questionnaire administered at the beginning and at the end of the session. Results and conclusion: The majority of participants have expressed a positive impact of this kind of seminar in the perspective of future patient management, in a collaborative working environment. Contrary to our initial hypothesis, the seminar has elicited very few opinion changes among participants. However some divergences, in representations and perceptions about the res...

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Interprofessional training in the context of clinical practice: goals and students' perceptions on clinical education wards

Abstract: The CEW course seemed to provide the students with an opportunity to develop their own professional roles and their functions as team members.

Cited by 197 publications

References 13 publications

This is the closest I have come to being compared to a doctor: Views of medical students on clinical clerkship in an Interprofessional Training Unit

This is the closest I have come to being compared to a doctor: Views of medical students on clinical clerkship in an Interprofessional Training Unit

A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

Évaluation préliminaire d'un séminaire pilote mixte "médecine/orthophonie", préalable au développement d'un programme interprofessionnel en sciences de la santé

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