Use of profession-role exchange in an interprofessional student team-based community health service-learning experience

Derksen

et al. 2020

Preprint

Background: Community service provides avenues for social learning in medical education. Partnerships between medical schools and local healthcare agencies has paved the path for an active participation of a medical student in the community. This seems to have a positive impact on the medical knowledge and skills of students and also leads to a betterment of healthcare services for the community. National accreditation agencies and medical boards have emphasized that medical schools should provide opportunities for such learning to occur in the medical school curriculum. Various medical schools around the globe have adopted this active learning pedagogy and thus we wanted to explore how we can establish such a learning framework at out university.Methods: This was a qualitative study based on feedback from volunteer students who attended the annual health fare conducted in collaboration with local healthcare agencies. Two focus group interviews were recorded, transcribed and coded for thematic analyses.Results: Overall, the students enjoyed learning various clinical procedural skills. This activity was an opportunity to apply the medical knowledge learnt in classrooms. The students developed various competencies like communication skills, professionalism, team work and social responsibility. Prevalent health conditions discovered by the students included diabetes mellitus, hypertension and nutritional imbalance.Conclusions: This study explores how serving the community can bring about an educational change for a medical student. The community service framework promotes social learning, interprofessional education, peer learning and active learning amongst medical students.

Section: Overall Bene Tssupporting

confidence: 72%

Building Community and Medical School Partnerships: Impact on Undergraduate Medical Education and Research

Derksen

et al. 2020

Preprint

“…As a critical component of modern patient-centered healthcare practices, the interprofessional team–based model of care in which multiple healthcare professionals including physicians, nurses and pharmacists, etc. work together has been associated with enhanced patient satisfaction and better quality in patient care ( 108 , 109 ). It has been well-accepted that interprofessional team training should commence at the undergraduate level and continue into clinical practice ( 91 ).…”

Section: Resultsmentioning

confidence: 99%

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

Wang

Lü

et al. 2022

Front. Med.

Self Cite

Virtual simulation (VS) as an emerging interactive pedagogical strategy has been paid more and more attentions in the undergraduate medical education. Because of the fast development of modern computer simulation technologies, more and more advanced and emerging VS-based instructional practices are constantly increasing to promote medical education in diverse forms. In order to describe an overview of the current trends in VS-based medical teaching and learning, this scoping review presented a worldwide analysis of 92 recently published articles of VS in the undergraduate medical teaching and learning. The results indicated that 98% of included articles were from Europe, North America, and Asia, suggesting a possible inequity in digital medical education. Half (52%) studies reported the immersive virtual reality (VR) application. Evidence for educational effectiveness of VS in medical students’ knowledge or skills was sufficient as per Kirkpatrick’s model of outcome evaluation. Recently, VS has been widely integrated in surgical procedural training, emergency and pediatric emergency medicine training, teaching of basic medical sciences, medical radiation and imaging, puncture or catheterization training, interprofessional medical education, and other case-based learning experiences. Some challenges, such as accessibility of VS instructional resources, lack of infrastructure, “decoupling” users from reality, as well as how to increase students’ motivation and engagement, should be addressed.

Journal of Graduate Medical Education

“…More broadly, several studies show that many residents and medical students can have preconceived assumptions or stereotypes of other professions, particularly in contrast to their own professional identity, which inhibits teamwork as well as the IP-CLE. [28][29][30] The literature supports the effectiveness of interprofessional education efforts to moderate these inappropriate assumptions 28,29 and, in particular, supports a focus on deeper understanding of each other's roles as a stimulus for interprofessional collaboration, 31,32 the aforementioned REFLECT program to be interprofessional. Other institutions wishing to overcome barriers to IP QIPS may consider that an increased emphasis on IP education may be integral to QIPS training.…”

Section: Cultural Issues Influence the Interprofessional Clementioning

confidence: 95%

Analysis of the Interprofessional Clinical Learning Environment for Quality Improvement and Patient Safety From Perspectives of Interprofessional Teams

Cheng

Collins

Baron

et al. 2021

Background In 2018 the Clinical Learning Environment Review (CLER) Program reported that quality improvement and patient safety (QIPS) programs in graduate medical education (GME) were largely unsuccessful in their efforts to transfer QI knowledge and substantive interprofessional QIPS experiences to residents, and CLER 2.0 called for improvement. However, little is known about how to improve the interprofessional clinical learning environment (IP-CLE) for QIPS in GME. Objective To determine the current state of the IP-CLE for QIPS at our institution with a focus on factors affecting the IP-CLE and resident integration into interprofessional QIPS teams. Methods We interviewed an interprofessional group of residents, faculty, and staff of key units engaged in IP QIPS activities. We performed thematic analysis through general inductive approach using template analysis methods on transcripts. Results Twenty individuals from 6 units participated. Participants defined learning on interprofessional QIPS teams as learning from and about each other's roles through collaboration for improvement, which occurs naturally when patients are the focus, or experiential teamwork within QIPS projects. Resident integration into these teams had various benefits (learning about other professions, effective project dissemination), barriers (difficult rotations or program structure, inappropriate assumptions), and facilitators (institutional support structures, promotion of QIPS culture, patient adverse events). There were various benefits (strengthened relationships, lowered bar for further collaboration), barriers (limited time, poor communication), and facilitators (structured meetings, educational culture) to a positive IP-CLE for QIPS. Conclusions Cultural factors prominently affected the IP-CLE and patient unforeseen events were valuable triggers for IP QIPS learning opportunities.