Collaborative Practice and Interprofessional Education and Workplace Learning

Sheehan, Dale; Ormond, Tika; Wyles, Christine

doi:10.1007/978-94-6209-188-7_24

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…Additionally, the importance of increasing the amount of MedFT supervision and mentoring in both graduate training programs and practice settings cannot be overstated. Relatively little has been published regarding specific evaluations and competencies used by supervisors in training mental health students in medical settings (Edwards & Patterson, 2006;Gawinski, Edwards, & Speice, 1999) or inter-professional care settings (Pullon & Fry, 2005;Sheehan, Ormond, & Wyles, 2013). Numerous complexities have existed in how to assess performance of MedFTs in healthcare settings, navigating both the clinician's discipline and his/her specific skill sets (Bischoff et al,2012;Hodgson, Mendenhall, & Lamson, 2013a;Hodgson, Rambo, Boyd, Koehler, & Lamson, 2013b;Pratt & Lamson, 2012).…”

Section: Recommendationsmentioning

confidence: 99%

Clinical Training and Practice Patterns of Medical Family Therapists: A National Survey

Zubatsky

Harris

Mendenhall

2016

J Marital Family Therapy

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Medical family therapy (MedFT) has gained momentum as a framework in healthcare for individuals and families. However, little is known about what background training and clinical experiences Medical Family Therapists (MedFTs) have in everyday practice. This study investigated the clinical training of MedFTs and their practices in a variety of care settings. A survey was completed by 80 participants who use a MedFT framework in practice, with descriptive data on curriculum, clinical training, and treatment characteristics. Results reflect that many MedFTs lack formal coursework in key content areas of their graduate training and work primarily with psychological and relational concerns. Future research is needed to explore how MedFTs practice around specific mental health and chronic health conditions.

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Section: Recommendationsmentioning

confidence: 99%

Clinical Training and Practice Patterns of Medical Family Therapists: A National Survey

Zubatsky

Harris

Mendenhall

2016

J Marital Family Therapy

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“…McKimm, Sheehan and others have undertaken interprofessional hospital-based clinical attachments. 9,10 At the University of Otago Wellington, we have introduced two forms of undergraduate IPE: the first, a 10-hour, 'embedded-type' programme now undertaken with dietetics, medicine, physiotherapy and radiation therapy students; the second, a five-week 'immersion-type' programme in Tairāwhiti, involving dietetic, dental, medical, nursing, physiotherapy and pharmacy students. The Tairāwhiti programme sits alongside a sister programme in Whakatane.…”

Section: Back To Backmentioning

confidence: 99%

Back to Back: Having interprofessional education during the undergraduate years is essential for building teamwork skills in general practice: Yes

McKinlay

Pullon

2014

J Prim Health Care

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Sixteen Months “From Square One”: The Process of Forming an Interprofessional Clinical Teaching Team

McKinlay

Gallagher

Gray

et al. 2015

JRIPE

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Background: Descriptions of interprofessional education (IPE) programs and teacher competencies exist, but limited research has been undertaken about the process of IPE teaching team formation. This research project examined how pedagogically naïve clinicians of different disciplines initially formed an IPE teaching team.Methods and Findings: A case study approach was undertaken with data collected over the first sixteen months of an IPE program. Data included: audio recordings, transcripts, and field notes from nine individual teacher interviews, two teaching team focus groups, five student focus groups, and eight summary reports. Data analysis using a grounded theory constant comparison approach revealed themes relating to the formation, development, and evolving sophistication of the teaching team from functioning, to co-ordinating, to co-operating, and finally to collaborating. These stages were influenced by four external factors: remote rural context, Hauora Māori principles, personal attributes, and teacher development.Conclusions: Formation of interprofessional clinical teaching teams requires educational preparation, time learning to work with each other, and trust development, with a number of local contextual factors influencing this process. Teaching team formation paralleled Wegner’s Community of Practice model where shared vision supported the adoption of an increasingly complex IPE pedagogy.

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Collaborative Practice and Interprofessional Education and Workplace Learning

Cited by 3 publications

References 6 publications

Clinical Training and Practice Patterns of Medical Family Therapists: A National Survey

Clinical Training and Practice Patterns of Medical Family Therapists: A National Survey

Back to Back: Having interprofessional education during the undergraduate years is essential for building teamwork skills in general practice: Yes

Sixteen Months “From Square One”: The Process of Forming an Interprofessional Clinical Teaching Team

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