The Measurement of Stereotypes in the Evaluation of Interprofessional Education

Hean, Sarah

doi:10.1007/978-1-137-08028-8_8

Cited by 5 publications

(7 citation statements)

References 29 publications

(33 reference statements)

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“…The link between practice and education systems is essential in order to build relevant IP competencies that students require. [16,26]…”

Section: Discussionmentioning

confidence: 99%

“…Hean pointed out that in order to develop IP competencies learners need to develop the ability to integrate knowledge, skills, attitudes, and values in making professional judgements. [16] This study aims at investigating students’ attitudes and readiness for interprofessional learning (IPL) and their learning experiences in combined primary and specialised hospital care settings. The second aim of this study is to find out if students’ professional skills are strengthened by working as an IP team with patients in a patient centred manner.…”

Section: Introductionmentioning

confidence: 99%

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Collaborative diabetes training in outpatient primary care

Tervaskanto-Mäentausta

Taanila

Ukkola

et al. 2017

Journal of European CME

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Two Universities from Oulu, Finland organised integrated and interprofessional (IP) type 2 diabetes training periods for undergraduate medical and nursing students in collaboration with the University Hospital and Health and Wellbeing Centre of Oulu. There is an ongoing health, social services and regional government reform in Finland. The services will be organised in a customer-orientated way and the reform will combine the primary and secondary services. The training was tailored to reflect the real life future setting in Finnish primary care, and this model fits well with the principles of collaborative education. The study aimed at investigating students’ attitudes and readiness for inter professional learning and their learning experience in combined primary and secondary care settings. The second aim was to strengthen students’ professional skills by working with patients in a patient-centred manner. The “Readiness for Interprofessional Learning Scale” was used with added questions about pair training. Students’ perceptions of their clinical skills were evaluated. The students valued the mutual learning experience in outpatient primary care. They felt comfortable with working together and complemented each other. Students performed well with IP competencies such as patient centredness, communication and team functioning. Patients in general were very satisfied with the visit. Teamwork and collaboration, professional identity and pair work were highly scored in both student groups while roles and responsibilities were evaluated a little less positively. Collaboration between different levels of care and health policies is important when developing health professionals’ education. This IP teamwork experience helps both future and current health-care professionals to better organise the care of chronic illnesses.

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“…The link between practice and education systems is essential in order to build relevant IP competencies that students require. [16,26]…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Collaborative diabetes training in outpatient primary care

Tervaskanto-Mäentausta

Taanila

Ukkola

et al. 2017

Journal of European CME

View full text Add to dashboard Cite

show abstract

“…Gemeinsame übergeordnete Ziele, Kooperation, gleicher Status zwischen den Gruppen, normative Strukturen sowie nicht zuletzt Freiwilligkeit müssen die Kontaktsituation kennzeichnen, damit sie erfolgreich sein kann (Allport, 1979). Werden diese Faktoren auch bei der Entwicklung interprofessioneller Lehr-Lernmaßnahmen berücksichtigt, hat diesdiesem Ansatz folgend -positive Veränderungen von Stereotypen und auch Einstellungsänderungen bei den Lernenden zur Folge (Carpenter & Dickinson 2016;Hean, 2009 (Pettigrew et al, 2011). Weniger zur Erklärung der Veränderbarkeit, als vielmehr zur Erforschung und gleichzeitigen Erklärung der Stereotype und Einstellungen der Lernenden in den Gesundheitsprofessionen übereinander bzw.…”

Section: Introductionunclassified

“…Weniger zur Erklärung der Veränderbarkeit, als vielmehr zur Erforschung und gleichzeitigen Erklärung der Stereotype und Einstellungen der Lernenden in den Gesundheitsprofessionen übereinander bzw. zueinander werden die Theorie der sozialen Identität und die der sozialen Kategorisierung herangezogen (Michalec et al, 2013;Hean 2009;Hean et al, 2006aHean et al, , 2006bMandy et al, 2004;Hind et al, 2003;Hewstone et al, 1994). Die zentrale Annahme dieser beiden Theorien ist, dass wir uns selbst und andere nach Zugehörigkeit in bestimmten sozialen Gruppen kategorisieren.…”

Section: Introductionunclassified

“…Das führt zum einen zu einer bewussten intergruppalen Differenzierung und zum anderen zu einer, zumindest in Teilaspekten, positiveren Bewertung der eigenen Gruppe (Turner, 1999;Kreindler et al, 2012). In interprofessionellen Lehr-Lern-und Arbeitskontexten sind es besonders die Identifikation mit der eigenen Berufsgruppe (professionelle Identität) und die damit verbundenen professionsspezifischen Werte, Normen und Merkmale (Hean, 2009;Adams et al, 2006), die unser Verhalten und unsere Einstellung bestimmen. Neben externen Bedingungen wie z.B.…”

Section: Introductionunclassified

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Stereotypes in health professional students – perspectives for research about interprofessional learning, teaching and working / Stereotype von Lernenden in den Gesundheitsprofessionen – Perspektiven für die Forschung zum interprofessionellen Lernen, Lehren und Arbeiten

Wild

Ewers

2017

International Journal of Health Professions

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Background:As the scientific discourse about interprofessional learning, teaching, and practice has been gaining momentum in recent years, German-speaking countries still have a considerable amount of catching up to do compared with other countries. The discourse about stereotypes and their effects may serve as an example in this respect. Objective: We set out to establish which theoretical and methodological approaches have been used in research on stereotypes endorsed by health professions students and which empirical findings are currently available on the effects of such stereotypes on interprofessional learning, teaching and practice. The main goal was to summarize the current research, to point out research desiderata and identify starting points for further research about this topic. Methods: A broad narrative review of English and German literature was performed. Results were prepared, reflected and descriptive and analytical summarized. Results: International research on stereotypes of health professions students in the interprofessional discourse is characterized by social-psychological theoretical and quantitative-empirical methodological approaches. Heterogeneous study designs limit the comparability and generalizability of current study findings. Answers to questions of whether and how stereotypes can be influenced through interprofessional learning, teaching, and practice were inconsistent in the literature. Conclusion: Research findings on stereotypes endorsed by health professions students provided interesting theoretical and empirical perspectives for the debate surrounding interprofessional learning, teaching, and practice. These perspectives should be used to guide and stimulate further research on this topic in German-speaking countries.Stereotypes -students -health professional -interprofessional education -empirical research -review Keywords Abstract

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Interprofessional education day – an evaluation of an introductory experience for first-year students

Singer

Fung

Lillie

et al. 2018

Journal of Interprofessional Care

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Interprofessional health care teams have been shown to improve patient safety and reduce medical errors, among other benefits. Introducing interprofessional concepts to students in full day events is an established model that allows students to learn together. Our group developed an academic day for first-year students devoted to an introductory interprofessional education (IPE) experience, 'IPE Day'. In total, 438 students representing medicine, dentistry, pharmacy and optometry gathered together, along with 25 facilitators, for IPE Day. Following the day's program, students completed the evaluation consisting of the Interprofessional Collaborative Competencies Attainment Survey and open-ended questions. Narrative responses were analyzed for content and coded using the Canadian Interprofessional Health Collaborative competency domains. Three hundred and eight evaluations were completed. Students reported increased self-ratings of competency across all 20 items (p < 0.05). Their comments were organized into the six domains: interprofessional communication, collaborative leadership, role clarification, patient-centred care, conflict resolution, and team functioning. Based on these findings, we suggest that this IPE activity may be useful for improving learner perceptions about their interprofessional collaborative practice competence.

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The Measurement of Stereotypes in the Evaluation of Interprofessional Education

Cited by 5 publications

References 29 publications

Collaborative diabetes training in outpatient primary care

Collaborative diabetes training in outpatient primary care

Stereotypes in health professional students – perspectives for research about interprofessional learning, teaching and working / Stereotype von Lernenden in den Gesundheitsprofessionen – Perspektiven für die Forschung zum interprofessionellen Lernen, Lehren und Arbeiten

Interprofessional education day – an evaluation of an introductory experience for first-year students

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