Learning together: clinical skills teaching for medical and nursing students

Tucker, Kay; Wakefield, Ann; Boggis, Caroline; Lawson, Mary; Roberts, Trudie; Gooch, Jane

doi:10.1046/j.1365-2923.2003.01558.x

Cited by 68 publications

(51 citation statements)

References 10 publications

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“…The previous review found contextual issues that influenced the development and implementation of IPE were linked to policy and clinical drivers for IPE (Cooke et al 2003;Tucker et al 2003), organisational support to provide access to resources, such as time, space and finances (e.g. Morey et al 2002) and learner professions/numbers (Mu et al 2004).…”

Section: Ipe Contextmentioning

confidence: 99%

See 1 more Smart Citation

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

Reeves

Fletcher

Barr³

et al. 2016

Medical Teacher

671

525

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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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Section: Ipe Contextmentioning

confidence: 99%

“…Pollard et al 2005), age, work experience and professional background (e.g. Tucker et al 2003) could affect the delivery of IPE.…”

Section: Learner 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

671

525

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“…51 Multiprofessional education for health professionals is feasible and results in positive learning outcomes such as increased interprofessional collaboration, improved communication skills, mutual respect, increased confidence levels, increased understanding of others' professional roles, and personal development. [52][53][54] Research into interprofessional and multiprofessional education specifically focusing on CAM training is lacking, although the basis for its importance exists. For example, some community pharmacists have reported that doctor's disagree with their CAM recommendation, possibly due to insufficient information, 6 leading to confusion and noncompliance by the patient.…”

Section: Discussionmentioning

confidence: 99%

Integrating Complementary and Alternative Medicine Education Into the Pharmacy Curriculum

Tiralongo¹,

Wallis²

2008

Am J Pharm Educ

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Objectives. To evaluate the effectiveness of an integrated approach to the teaching of evidence-based complementary and alternative medicine (CAM) in a pharmacy curriculum. Design. Evidence-based CAM education was integrated throughout the third, fourth, and fifth years of the pharmacy curriculum. Specifically, an introductory module focusing on CAM familiarization was added in the third year and integrated, evidence-based teaching related to CAM was incorporated into clinical topics through lectures and clinical case studies in the fourth and fifth years. Assessment. Students' self-assessed and actual CAM knowledge increased, as did their use of evidence-based CAM resources. However, only 30% of the fourth-year students felt they had learned enough about CAM. Students preferred having CAM teaching integrated into the curriculum beginning in the first year rather than waiting until later in their education. Conclusion. CAM education integrated over several years of study increases students' knowledge and application.

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“…(Weaver et al, 2014). Interdisciplinary, teambased simulation experiences lead to more effective team skills (Robertson et al, 2010;Tucker et al, 2003). In addition, utilizing simulation to enhance teamwork has been shown to enhance the quality of patient care while best preparing providers for practice (Bandali, Parker, Mummery, & Preece, 2008;Robertson & Bandali, 2008).…”

Section: Inter-professional Educationmentioning

confidence: 99%