The Eastern Shore Collaborative for Interprofessional Education’s Implementation and Impact over Five Years

Truong, Hoai-An; Gorman, Michelle J.; East, Meghan; Klima, Dennis W.; Hinderer, Katherine A.; Hogue, Gabriela; Brown, Victoria Bolanle; Joyner, Robert L.

doi:10.5688/ajpe6522

Cited by 11 publications

(9 citation statements)

References 10 publications

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“…2 Providing opportunities for students across the health sciences to interact and work collaboratively with one another in a supervised and structured environment may help overcome some of the shortcomings of traditional health science education. 3 Indeed, the Eastern Shore Collaborative for Interprofessional Education (ESCIPE) reported that the role played by each healthcare professional in team-based patient care was clarified for students following the implementation of several IP curricular activities. 2 Moreover, these IP activities enhanced the students’ understanding of the clinical problems under study.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a Multidisciplinary Extracurricular Event Using Kolb’s Experiential Learning Theory: A Qualitative Study

Almalag

Saja

Abouzaid

et al. 2022

JMDH

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Background and Purpose Although health science programs run parallel to each other and comprise of shared core subjects between the different disciplines, students of the different disciplines rarely mix or interact with each other during their undergraduate studies. Extracurricular activities are a big part of university students’ life, through which students have an opportunity to express themselves and enhance their soft skills in a safe and relaxed environment. Recently, King Saud University (KSU), Saudi Arabia, launched a multi-disciplinary event aimed at raising public’s awareness of their rights and responsibilities in the healthcare system. Although the event was designed to educate the public about their rights and responsibilities in the healthcare system, it has proven to be a good opportunity to promote interprofessional education among participating students. This study aims to review and assess the impact of this multi-disciplinary public awareness event on the acquisition of core interprofessional competencies by participating students from the health sciences using Kolb’s experiential learning theory as a framework. Patients and Methods This qualitative study used semi-structured Zoom interviews in Nov 2020 with health science students who participated in the event. The research team used a pre-designed topic guide based on Kolb’s experiential learning theory (KELT) for the interview questions. The interviews were recorded, transcribed, coded, and analysed using thematic analysis. Results Twenty-one students, representing four health science colleges at KSU participated in three focus groups. The main themes identified were participants’ attitudes towards the event, the types of knowledge and skills acquired from the event, and how they practically applied the knowledge acquired. These themes were aligned to KELT as this study’s framework. Conclusion The event covered the most important concepts of interprofessional education and could be a potential tool to educate students from multiple disciplines.

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Section: Introductionmentioning

confidence: 99%

Evaluation of a Multidisciplinary Extracurricular Event Using Kolb’s Experiential Learning Theory: A Qualitative Study

Almalag

Saja

Abouzaid

et al. 2022

JMDH

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“…However, implementation will only be effective if it is not viewed as a supplemental addition but rather a full integration into the curriculum. There are many examples of productive new attempts at curricular implementation in pharmacy schools [43,44,45,46,47]. These strategies are likely to expand in the future.…”

Section: Discussionmentioning

confidence: 99%

Preparing Pharmacists for Collaborative/Integrated Health Settings

Ascione

2019

Pharmacy

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Pharmacy practice is changing to accommodate the need for pharmacists to be better team members in newly emerging collaborative care and integrated health systems. Pharmacy schools could lead this change by educating students to be effective participants in these relatively new models of care. Schools are encouraged to follow the approach outlined in the recent guidance published by the Health Professions Accreditors Collaborative (HPAC) for interprofessional practice and education (“the new IPE”). This approach includes articulating an IPE plan, establishing goals, assessing student achievement of the necessary IPE competencies, developing educational plans that are multi-faceted and longitudinal, and modifying the existing assessment/evaluation process to ensure the quality of the IPE effort. These curricular decisions should be based on existing and new research on the effectiveness of IPE on student’s attitudes, knowledge, skills, and behavior. A key decision is how to create effective interactions between pharmacy students and those of other professions. Educational emphasis should be directed toward team building skills, not just individual competencies. The pharmacy faculty probably need to enhance their teaching abilities to accommodate this change, such as learning new technology (e.g., simulations, managing online exchanges) and demonstrating a willingness to teach students from other professions.

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“…Observa-se, portanto, fragilidades nas matrizes curriculares dos cursos investigados, as quais não contemplam a EIP, algo já evidenciado em outros estudos. 19,20 Estes autores ressaltam os efeitos benéficos da formação interprofissional ainda durante a Graduação para a melhor assistência em saúde. Estudo de revisão sistemática demonstrou que, apesar de haver diferenças curriculares entre os cursos de vários países e não haver um momento correto de inserção da EIP na Graduação, há indícios de ser mais razoável iniciar a formação interprofissional ainda nos primeiros anos e continuar ao longo do curso.…”

Section: Eu Acredito Que Uma Das Questões Que Tornam Um Pouco Mais Di...unclassified

Percepção da comunidade acadêmica da área de saúde sobre a interprofissionalidade

et al. 2022

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Este estudo teve como objetivo descrever a percepção da comunidade acadêmica da área de saúde sobre a interprofissionalidade. Trata-se de uma pesquisa exploratória-descritiva de natureza qualitativa realizada com a comunidade acadêmica dos cursos da saúde de uma universidade pública de Cuiabá, Mato Grosso, Brasil. Foram realizadas 24 entrevistas remotas com estudantes, coordenadores e docentes dos cursos. O material empírico resultante das entrevistas foi submetido à técnica de análise de conteúdo preconizada por Bardin.9 A partir da análise das entrevistas foi possível identificar três categorias com descrição sobre comoa comunidade acadêmica está compreendendo a interprofissionalidade em saúde, bem como percebendo suas potencialidades e entrevendo os desafios a serem superados. Consideramos que a comunidade acadêmica investigada apresenta boa compreensão sobre os conceitos e pressupostos da educação e colaboração interprofissional em saúde e que, levando em conta suas potencialidades,anseiam por sua incorporação na universidade e nos serviços de saúde a fim de fomentar um cuidado de saúde mais ampliado e qualificado.

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The Eastern Shore Collaborative for Interprofessional Education’s Implementation and Impact over Five Years

Cited by 11 publications

References 10 publications

Evaluation of a Multidisciplinary Extracurricular Event Using Kolb’s Experiential Learning Theory: A Qualitative Study

Evaluation of a Multidisciplinary Extracurricular Event Using Kolb’s Experiential Learning Theory: A Qualitative Study

Preparing Pharmacists for Collaborative/Integrated Health Settings

Percepção da comunidade acadêmica da área de saúde sobre a interprofissionalidade

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