An interprofessional case conference on Alzheimer's disease: Teaching students in the health professions to work together

Buhler, Amber V.; Farrell, Michael; Fuentes, David; Scott, BJ; Shaffer, Kelli; Von, Mary

doi:10.3109/13561820.2011.552813

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…Lack of dementia education impacts quality of services (Broughton et al, 2011), and hinders healthcare providers' abilities to provide care (Adler et al, 2015;Broughton et al, 2011;Cary, 2009;Gandesha, 2012;Hallberg et al, 2016). Dementia education can improve knowledge (Arnautovska, Roleda, Jackson, & Pachana, 2016;Boise et al, 1999;Broughton et al, 2011;Cody, Beck, Shue, & Pope, 2002;Eggenberger, Heimerl & Bennet, 2013;Elliot et al, 2012;Fossey et al, 2014;Gandesha, 2012;Harvey, Hovarth, Levine, & Volicer, 2006;Mitchell, Meader, & Pentzek, 2011;Spector, Revolta, & Orrell, 2016), clinical practice (Brody & Galvin, 2013;Spector, Orrell, Goyder, 2013;Zients at al., 2007;Galvin, Meuser, Boise, & Connell, 2011), increase confidence and skill (Boise et al, 1999;Broughton et al, 2011;Gandesha, 2012), encourage better coordinated care (Buhler et al, 2011), increase adherence to best practice guidelines (Galvin, Meuser, Boise, & Connell, 2011), improve attitudes (Manthorpe et al, 2003;Sizemore, Vicioso, Lothrop, & Rubin, 1998), and reduce diagnostic uncertainty (Broughton et al, 2011;Harvey, et al, 2006;Rokstad et al, 2016).…”

Section: Reviewmentioning

confidence: 99%

Digital tools for delivery of dementia education for health-care providers: a systematic review

Scerbe

O’Connell

Astell

et al. 2019

Educational Gerontology

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Continuing education on dementia for healthcare providers has been shown to have positive effects on diagnostic confidence, knowledge, and care management. Technological approaches to educational delivery have been found to have comparable effects in terms of quality and efficacy. The purpose of the systematic review was to compose and present an evidence base for technology-delivered dementia education for healthcare providers. The review used PRISMA guidelines and Cochrane methods focusing on studies with a pre-and post-intervention evaluation. Technology-based delivery of dementia education was broadly defined as any technology-based medium delivered in real time or asynchronously. Ten studies were identified and analyzed using content analysis. The review revealed positive outcomes post-intervention, for dementia knowledge, readiness to change, receptiveness to training, communication skills, and self-efficacy. Studies were rated as medium to high quality on a scale for measurement of published data in research, and there was generally an unknown risk of bias due to a lack of a control group in most studies (N = 7). The findings revealed benefits of digitally-based, asynchronous continuing education for healthcare providers, which allow schedule flexibility and the ability to deliver remotely. Findings also revealed benefits of presentations using a variety of interactive educational materials via videos, voice recordings, textual medium and online discussion groups. Suggestions for intervention improvements include tailoring training for the specific needs and knowledge levels of healthcare practitioners and using validated scales to measure outcomes.

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Section: Reviewmentioning

confidence: 99%

Digital tools for delivery of dementia education for health-care providers: a systematic review

Scerbe

O’Connell

Astell

et al. 2019

Educational Gerontology

View full text Add to dashboard Cite

show abstract

“…In an effort to train future health professionals in these competencies, it is recommended that academic institutions utilize IPE events, during which two or more disciplines can learn together, from and about each other (WHO, 2010).There are a number of recent reports of successful IPE events involving OT and PA students as members of inter-disciplinary learner teams (Buhler et al, 2011;Guadagnoli & Miller, 2016;Hadley et al, 2018;Kim et al, 2019;Shoemaker et al, 2014;Weidman-Evans et al, 2017). Buhler et al (2011) described an interprofessional event for students in five different health professions programs, including OT and PA. The post survey revealed an overwhelming agreement among the respondents that "interprofessional approaches have advantages to monoprofessional approaches and interprofessional practice is important in producing effective therapeutic outcomes" (p. 224).…”

Section: Interprofessional Education and Student Perceptionsmentioning

confidence: 99%

Interweaving Teaching Strategies in Interprofessional Education: A Pilot Study with Graduate Occupational Therapy and Physician Assistant Students

Nemec¹,

Halperin²,

Hegge³

2021

JOTE

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The importance of interprofessional education (IPE) has been emphasized by the World Health Organization and is currently required by both the occupational therapy (OT) and physician assistant (PA) education accreditation agencies in the United States. Moreover, a growing body of evidence suggests that IPE fosters learners' understanding of the roles different disciplines play in healthcare delivery and prepares future health professionals for patient-centered care. Authors designed and implemented an IPE event aimed to foster the following core Interprofessional Education Collaborative (IPEC) competencies among graduate OT and PA students: Values/Ethics for Interprofessional Practice, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. The specific content of this event addressed pharmacological and non-pharmacological treatment for older adult clients with complex clinical presentation (with emphasis on OT-and PA-specific clinical interventions) and incorporated a discussion of a clinical case study. Team-Based Learning approach, Jigsaw technique and role-play were used as teaching strategies during this activity. Students' perceptions of IPE were measured by administering the Students Perceptions of Interprofessional Clinical Education Revised (SPICE-R) survey before and after the IPE event. This project is unique, because it incorporates a novel combination of teaching strategies to augment the IPE experience.

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An interprofessional case conference on Alzheimer's disease: Teaching students in the health professions to work together

Cited by 2 publications

References 4 publications

Digital tools for delivery of dementia education for health-care providers: a systematic review

Digital tools for delivery of dementia education for health-care providers: a systematic review

Interweaving Teaching Strategies in Interprofessional Education: A Pilot Study with Graduate Occupational Therapy and Physician Assistant Students

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