Complex medical issues can be best addressed by interprofessional teams. Interprofessional education is a collaborative approach to develop healthcare students as future interprofessional team members and a recommendation suggested by the Institute of Medicine. Interprofessional collaboration: three best practice models of interprofessional education.īridges, Diane R Davidson, Richard A Odegard, Peggy Soule Maki, Ian V Tomkowiak, John Summary recommendations for best practices included the need for administrative support Commitment from departments and colleges, diverse calendar agreements, curricular mapping, mentor and faculty training, a sense of community, adequate physical space, technology, and community relationships were all identified as critical resources for a successful program.
ALICE CYNTHIA SAINTHILL WOODHOUSE PROFESSIONAL
One common theme leading to a successful experience among these three interprofessional models included helping students to understand their own professional identity while gaining an understanding of other professional's roles on the health care team. The interprofessional-simulation experience describes clinical team skills training in both formative and summative simulations used to develop skills in communication and leadership. The community-based experience demonstrates how interprofessional collaborations provide service to patients and how the environment and availability of resources impact one's health status. The didactic program emphasizes interprofessional team building skills, knowledge of professions, patient centered care, service learning, the impact of culture on healthcare delivery and an interprofessional clinical component. The models represent a didactic program, a community-based experience and an interprofessional-simulation experience. In this paper, three universities, the Rosalind Franklin University of Medicine and Science, the University of Florida and the University of Washington describe their training curricula models of collaborative and interprofessional education. Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes for patients.
Interprofessional collaboration: three best practice models of interprofessional educationīridges, Diane R.
Furthermore, the carry-forward of impressions about physician–nurse relationships prior to the educational programs and during clinical placements dominate the formation of new relationships and acquisition of new knowledge about roles, which might have implications for future practice. The findings suggest that the experience of interprofessional collaboration within learning events is influenced by the natural clustering of shared interests among students. Three themes emerged from the data: the great divide, learning means content, and breaking the ice. We used guiding questions in face-to-face, conversational interviews to explore students’ experience and expectations of interprofessional collaboration within learning situations. Seventeen medical and nursing students from two different universities participated in the study. In this hermeneutic phenomenological study, we examined the experience of interprofessional collaboration from the perspective of nursing and medical students. We discuss the use of the game and its potential to be adapted in flexible and creative ways to assist educators in consider incorporating gaming within their own IPE programmes.Įngel, Joyce Taplay, Karyn Stobbe, Karl Evaluation data from students and staff were mainly positive. It can be a valuable teaching tool for those designing IPE curriculum. The game encapsulates fun and memorable learning styles to explore professional stereotypes and team approaches to care delivery. We provide a description of its implementation and evaluation with first year student cohorts (900+ per cohort) over a 3-year period within an established interprofessional education (IPE) programme. It was designed to enable the understanding of professional roles and responsibilities in patient/client care settings. This report explores the relevance of gaming in IPE curriculum design with the use of the Interprofessional Education Game (iPEG) as an activity aimed to achieve positive interprofessional learning outcomes for students. Playing interprofessional games: reflections on using the Interprofessional Education Game (iPEG).
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