BMC Med Educ 2017 Dec 16;17(1):258. Epub 2017 Dec 16.
Faculty of Pharmacy, The University of Sydney, Camperdown, NSW, 2006, Australia.
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BMC Med Educ 2016 Aug 8;16:199. Epub 2016 Aug 8.
Faculty of Pharmacy, University of Sydney, Sydney, Australia.
Background: More and better interprofessional practice is predicated to be necessary to deliver good care to the patients of the future. However, universities struggle to create authentic learning activities that enable students to experience the dynamic interprofessional interactions common in healthcare and that can accommodate large interprofessional student cohorts. We investigated a large-scale mandatory interprofessional learning (IPL) activity for health professional students designed to promote social learning. Read More
Teach Learn Med 2017 Oct-Dec;29(4):433-443. Epub 2017 Mar 10.
f Department of Physical Therapy , Virginia Commonwealth University , Richmond , Virginia , USA.
Problem: Although interprofessional practice is important for improving healthcare delivery, there is little evidence describing interprofessional education (IPE) outcomes beyond changes in attitudes and knowledge of prelicensure learners. More rigorous evaluation of early IPE is needed to determine its impact on teaching interprofessional collaborative practice and providing a solid foundation for applying collaborative skills in the clinical environment.
Intervention: First-year students (N = 679) in 7 health professions programs participated in a 4-session series focusing on professional roles and responsibilities, teams and teamwork, and the healthcare system. Read More
BMC Med Educ 2017 Dec 4;17(1):239. Epub 2017 Dec 4.
Sydney Medical School - Central, The University of Sydney, Sydney, NSW, 2006, Australia.
Background: The need for developing healthcare professional students' peer teaching skills is widely acknowledged, and a number of discipline-based peer teacher training programs have been previously reported. However, a consensus on what a student peer teaching skills program across the health professions should entail, and the associated benefits and challenges, has not been previously described. The purpose of this study was to demonstrate the design and implementation of an interprofessional Peer Teacher Training (PTT) program, and explore outcomes and participant perceptions, using Experience-Based Learning (ExBL) theory. Read More
J Interprof Care 2011 Sep 6;25(5):339-44. Epub 2011 Jul 6.
Faculty of Medicine, Centre for Collaborative Health Professional Education, Memorial University, St. John’s, Newfoundland A1B 3V6, Canada.
There have been increasing calls for a competency-based approach in interprofessional education (IPE). The purpose of this multi-site research project was to develop a validated set of interprofessional collaborator competencies and an associated competency-based assessment rubric, in both English and French languages. The first phase involved a detailed comparative analysis of peer-reviewed and grey literature using typological analysis to construct a draft list of interprofessional collaborator competency categories and statements. Read More