Development of a Community Scholar Program: An Interprofessional Initiative

Richardson, Julie; Letts, Lori; Childs, Anne Marie; Semogas, Dyanne; Stavness, Carrie; Smith, Bobby Jo; Guenter, Dale; Price, David

doi:10.1097/00001416-201010000-00007

Cited by 12 publications

(18 citation statements)

References 12 publications

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“…government policies, professional regulators) or bottom-up (e.g. local IPE champions, organisational support) approaches (Curran et al 2007;Richardson et al 2010). Often, it was reported that a mixture of these two drivers was particularly effective in providing the incentive to implement an IPE activity (e.g.…”

Section: Ipe Contextmentioning

confidence: 99%

“…They state, "commitment from institutional leadership on all levels was essential" to the successful delivery of this IPE initiative (p1359). This point was stressed by Richardson et al (2010), who reported, "educational leaders and administrators and not just the educators need to be committed to the [IPE] project" (p43). Both these studies noted that such institutional support is critical in ensuring access to resources for the development and implementation of IPE.…”

Section: Ipe Contextmentioning

confidence: 99%

“…However, as noted above, most studies tended to include around 2 to 6 different professions with numbers usually ranging from 30-100 learners (e.g. Ammentorp et al 2007;Just et al 2010;Richardson et al 2010).…”

Section: Ipe Contextmentioning

confidence: 99%

“…For example, Richardson et al (2010) reported that facilitators needed faculty development opportunities to ensure they have an understanding of educational theory linked to supporting collaborative social learning, ethical student development as well as the development of learners as reflective practitioners.…”

Section: Teacher Characteristicsmentioning

confidence: 99%

“…For example, Bradley et al (2009) Like the previous review, a number of studies from the updated searches reported the use of shared reflection for learners across undergraduate and post-qualification studies (Pollard et al 2006;Hollenberg et al 2009). Usually, reflection on learning processes occurred at the end of an IPE session (Nesbit et al 2008), although for Richardson et al (2010) reflection upon interprofessional learning processes was undertaken by use of student journals. In contrast, only three studies mentioned the use of informal learning (Carpenter et al 2006;Pollard & Miers, 2008;Fletcher et al 2014).…”

Section: Process Factorsmentioning

confidence: 99%

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A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

Reeves

Fletcher

Barr³

et al. 2016

Medical Teacher

761

593

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Background: Interprofessional education (IPE) aims to bring together different professionals to learn with, from and about one another in order to collaborate more effectively in the delivery of safe, high quality care for patients/clients. Given its potential for improving collaboration and care delivery, there have been repeated calls for the wider scale implementation of IPE across education and clinical settings. Increasingly, a range of IPE initiatives are being implemented and evaluated which are adding to the growth of evidence for this form of education. Aim:The overall aim of this review is to update a previous BEME review published in 2007. In doing so, this update sought to synthesise the evolving nature of the IPE evidence.Methods: Medline, CINAHL, BEI and ASSIA were searched from May 2005 to June 2014. Also, journal hand searches were undertaken. All potential abstracts and papers were screened by pairs of reviewers to determine inclusion. All included papers were assessed for methodological quality and those deemed as 'high quality' were included. The presageprocess-product (3P) model and a modified Kirkpatrick model were employed to analyse and synthesise the included studies.Results: Twenty-five new IPE studies were included in this update. These studies were added to the 21 studies from the previous review to form a complete data set of 46 high quality IPE studies. In relation to the 3P model, overall the updated review found that most of the presage and process factors identified from the previous review were further supported in the newer studies. In regards to the products (outcomes) reported, the results from this review continue to show far more positive than neutral or mixed outcomes reported in the included studies. Based on the modified Kirkpatrick model, the included studies suggest that learners respond well to IPE, their attitudes and perceptions of one another improve, and they report increases in collaborative knowledge and skills. There is more limited, but growing, evidence related to changes in behaviour, organisational practice and benefits to patients/clients. Conclusions:This updated review found that key context (presage) and process factors reported in the previous review continue to have resonance on the delivery of IPE. In addition, the newer studies have provided further evidence for the effects on IPE related to a number of different outcomes. Based on these conclusions, a series of key implications for the development of IPE are offered.

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Section: Ipe Contextmentioning

confidence: 99%

Section: Ipe Contextmentioning

confidence: 99%

Section: Ipe Contextmentioning

confidence: 99%

Section: Teacher Characteristicsmentioning

confidence: 99%

Section: Process Factorsmentioning

confidence: 99%

See 3 more Smart Citations

A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

Reeves

Fletcher

Barr³

et al. 2016

Medical Teacher

761

593

View full text Add to dashboard Cite

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Stumbling and Succeeding Together: a New Medical School’s Collaborative Initiative to Elevate Interprofessionalism as a Signature Hallmark in Training Future Healthcare Leaders

et al. 2014

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The process of creating a longitudinal interprofessionalism curriculum was initiated through the collaborative efforts of the Virginia Tech Carilion School of Medicine, the Jefferson College of Health Sciences and the Batten Leadership Institute of Hollins University. A year-long Interprofessionalism Leadership course, that constitutes the first part of the Interprofessionalism domain that spans the four years of medical school at VTCSOM, was designed and implemented. The strategy for creating this course and subsequest alterations based on student feedback and faculty reflection are provided. The commentary provides experiential insight for other schools embarking on curricular revisions revolving around interprofessional healthcare education.Keywords Interprofessional leadership . Year-long longitudinal IPE course . Institutional collaboration Medical, nursing, and physician assistant schools share a common goal of producing graduates who are technically competent, compassionate, and dedicated and who work effectively as part of the healthcare team. Healthcare educational institutions are challenged to teach vital behaviors [1] that will translate into a sustained capacity to promote a healthy team culture. Studies widely support the value and role of interprofessional practices as precursors to the highest quality patient care through enhanced perspective teamwork and creative problem solving [2][3][4][5]. Students who learn alongside other students in a team-based, community-focused environment demonstrated a better understanding of theoretical concepts underpinning teamwork and were better able to apply theories in a practical concept [6].The call for changes in medical education is being made on many fronts across many healthcare professions to include interprofessional healthcare education and practice in undergraduate and graduate medical education programs [7][8][9]. Incorporating significant interprofessionalism content and experiences into existing medical education programs has been a challenge due to crowded medical student schedules typically built around rigid traditional departmentally based courses, differing schedules of the other professional students such as nursing and physician assistant programs, difficulty in matching the learners at varying stages of educational development and experience within their respective programs, and the emphasis of the first 2 years of medical school on US Medical Licensing Examination (USMLE) Step 1 content mastery. Even so, some medical schools have managed to incorporate combined opportunities for interprofessional education and practice but the programs have been met with varying degrees of success and completion. Curricular approaches include didactic courses, community-based experiences, day-long seminars, sporadic interprofessional healthcare symposia, and high-fidelity simulation exercises The Virginia Tech Carilion School of Medicine is a new 4-year allopathic medical school in Roanoke, Virginia, that matriculated its first class of 42 students in Augus...

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Learning about, from and with other professions: A systematic review of interprofessional education within psychology teaching programs

Oxlad

Modde

Turnbull

2021

Educational Research Review

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Development of a Community Scholar Program: An Interprofessional Initiative

Cited by 12 publications

References 12 publications

A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39

Stumbling and Succeeding Together: a New Medical School’s Collaborative Initiative to Elevate Interprofessionalism as a Signature Hallmark in Training Future Healthcare Leaders

Learning about, from and with other professions: A systematic review of interprofessional education within psychology teaching programs

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