Using the IDEA framework in an interprofessional didactic elective course to facilitate positive changes in the roles and responsibility competency

Tartavoulle, Todd; English, Robin; Gunaldo, Tina Patel; Garbee, Deborah; Mercante, Donald E.; Andrieu, Sandra C.; Johnson, Jessica L.

doi:10.1016/j.xjep.2016.03.003

Cited by 10 publications

(6 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The majority of primary studies described participants from pre-licensure programs, conducted at either undergraduate or postgraduate level, with 11 studies focusing on undergraduate learners alone (Cusack & O'Donoghue, 2012;Dando et al, 2012;Deutschlander et al, 2012;Di Prospero & Shimji-Hewitt, 2011;Galbraith et al, 2014;L. Grant et al, 2011;Masters et al, 2013;Neville et al, 2013;Reis et al, 2015;Tartavoulle et al, 2016;Topping, 2015). When there was a mixed-level participant grouping, medicine was the most common undergraduate discipline with postgraduate nurses (Djukic et al, 2012) or interpreters (Krystallidou et al, 2018).…”

Section: Design Components Of Included Primary Studiesmentioning

confidence: 99%

“…A single study reported using a learning theory-Bandura's theory of self-efficacy (Galbraith et al, 2014). Five of the included studies reported designing IPE curricula or activities using either the IPEC (n = 4) (Packard et al, 2018;Reis et al, 2015;Tartavoulle et al, 2016;Watts et al, 2014) or the CIHC (n = 1) framework (Dean et al, 2014). Other frameworks included a physician professional competency framework (Dean et al, 2014), the IDEA (interaction, data, expertise, attention) framework (Tartavoulle et al, 2016) and the Calgary-Cambridge communication skills framework (Krystallidou et al, 2018).…”

Section: Design Components Of Included Primary Studiesmentioning

confidence: 99%

See 1 more Smart Citation

Recommendations for the design of interprofessional education: Findings from a narrative scoping review

Shakhovskoy

Dodd²,

Masters³

et al. 2022

FoHPE

View full text Add to dashboard Cite

Introduction: Evidence-based teaching and learning strategies should underpin any educational activity. This is particularly important for interprofessional education (IPE) activities, where there is an expectation that healthcare professions are taught using best available evidence. There is a research–practice gap that this review aims to address by using the current evidence to develop recommendations regarding optimal design components to better inform faculty who design IPE. Methods: A five-stage scoping review was conducted. Methodological characteristics and IPE design components of primary and review studies were extracted. Three important components of design—participants (level and stage of progression, discipline type and number, group size and ratios), learning constructs (theories, frameworks, learning objectives) and learning approaches (exchange, observation, action, simulation and practice)—were reviewed to develop recommendations regarding effective design. Results: A total of 41 papers were eligible for inclusion, 24 primary and 17 review studies. The primary studies were predominantly descriptive case studies with 31 disciplines involved in IPE activities across the studies. There was inconsistent reporting of learning constructs utilised in design, and the most reported learning approach was exchange. There was significant variability in the aims and design of the 17 review studies, ranging from systematic reviews to realist reviews, with the number of included studies ranging from six to 104. Conclusions: There was a lack of detailed reporting regarding design components, which limits the evidence base to inform IPE design. Reported components from the primary studies were augmented by findings from the review studies and the wider literature, which enabled the development of recommendations to assist faculty in the design of IPE programs and activities.

show abstract

Section: Design Components Of Included Primary Studiesmentioning

confidence: 99%

Section: Design Components Of Included Primary Studiesmentioning

confidence: 99%

Recommendations for the design of interprofessional education: Findings from a narrative scoping review

Shakhovskoy

Dodd²,

Masters³

et al. 2022

FoHPE

View full text Add to dashboard Cite

show abstract

“…Teachers can't master each student's English learning situation, students' English learning enthusiasm and student initiative, and the empty promise "individuals" are reduced to solve in class, their own problems can not have one. According to the interest of their relevant English language courses to break the time and space of the educational platform and MOOC, students are constrained by the English situation to carry out their own learning progress, and selected, actually they learn English according to the specific situation, which is personalized, You can choose the time and place of the human way to improve the efficiency of students' English learning and improve their academic performance [3]. The following are the weights of related indicators.…”

Section: Realize the Individualized And Innovative Development Of Colmentioning

confidence: 99%

Challenge and Coping Strategies of College English Education under the Background of MOOC Era

Qian¹

2019

2019 International Conference on Arts, Management, Education and Innovation (ICAMEI 2019)

View full text Add to dashboard Cite

With the further strengthening of the globalization trend and the deepening of China's opening-up to the outside world, all levels of colleges and universities have strengthened the discussion of English teaching mode in the process of teaching. At present, the continuous integration of science and technology and education industry has prompted the education sector in China to strengthen the promotion and application of the MOOC teaching model. Based on this, this paper analyzes and discusses the challenges faced by college English teaching activities in the context of MOOC era, and analyzes the countermeasures. It is hoped to provide multiple teaching modes for college English education.Due to the development of the times and the advancement of educational technology, the teaching staff of our country realized the integration of the resources of famous schools and famous teachers with the help of the network platform, and promoted the creation of online courses and personalized flexible learning modes. In fact, this MOOC model tends to have a greater impact on traditional university education in the process of widespread promotion. Based on this, in the process of carrying out college English teaching activities, it is necessary to strengthen the analysis of the MOOC model, and scientifically and properly handle the impacts and problems caused by it, and ensure the sustainable development of college English teaching activities. This provides a complete learning experience and learning method not only on the Internet to establish a platform for free communication, quality education resources for online education, centralized teaching, interaction between teachers and students. MOOC has quickly passed, and it has been developed for two years and is widely regarded in the world as "the most profound technological change in the field of higher education in the past 500 years." Mooc Mode OverviewThe so-called MOOC, refers to the large open online course (massive open online courses), the teaching model was originally co-founded by top American universities to provide more channels and learning resources for learners. In the process of implementation, this model can bring university education into the "4A era", ensuring that students can learn the content of the course they are interested in anytime and anywhere [1].In general, MOOC model in the promotion process, generally have four characteristics, namely, the diversification of teaching tools, resources, and second, curriculum resources easy to use, the 2019 International Conference on Arts, Management, Education and Innovation (ICAMEI 2019) Published by CSP

show abstract

“…As interprofessional education (IPE) occurs among students from more than one profession, [3] interprofessional CBE could be considered as an educational approach, where learning strongly occurs within communities and with consideration of the needs of communities, with two or more professional groups of students. When implementing community-based IPE initiatives, the use of frameworks has been found beneficial [4,5] and may facilitate the development of IPE competencies such as communication and student learning. [6] In the context of IPE, the International Classification of Functioning, Disability and Health (ICF) may assist students in identifying the needs or challenges experienced by individuals and communities.…”

Section: Short Reportmentioning

confidence: 99%

“…The elements of the different components are as follows: health -prevention, promotion, medical care, rehabilitation and assistive devices; education -early childhood, primary, secondary and higher, non-formal and life-long learning; livelihood -skills development, self-employment, financial services, wage employment and social protection; social -relationships, marriage and family, personal assistance, culture and arts, recreation, leisure and sports, and access to justice; and empowerment -communication, social mobilisation, political participation, self-help groups and disabled people's organisations. [5] This short report highlights how a group of interprofessional students can collaboratively identify the needs of individuals and communitybased groups using the ICF, and also highlights possible interventions conceptualised within the CBR matrix.…”

Section: Short Reportmentioning

confidence: 99%

Using operative models (ICF and CBR) within an interprofessional context to address community needs

Rhoda

Waggie

Filies

et al. 2016

AJHPE

View full text Add to dashboard Cite

Using the IDEA framework in an interprofessional didactic elective course to facilitate positive changes in the roles and responsibility competency

Cited by 10 publications

References 5 publications

Recommendations for the design of interprofessional education: Findings from a narrative scoping review

Recommendations for the design of interprofessional education: Findings from a narrative scoping review

Challenge and Coping Strategies of College English Education under the Background of MOOC Era

Using operative models (ICF and CBR) within an interprofessional context to address community needs

Contact Info

Product

Resources

About