Educating Students for Interprofessional Teamwork in the Clinical Placement Setting

Richardson, Julie; Maureen, Maureen; Cripps, Donna; Mohide, E. Ann; Macpherson, Alexander S.

doi:10.1080/0360127970230705

Cited by 10 publications

(6 citation statements)

References 22 publications

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“…Although student experiences are not comparable, it is clear from this study that most students enjoyed their interprofessional learning experience and would recommend it to other students. Student satisfaction is frequently reported as a positive IPE outcome (Richardson et al . 1997; Lilley et al .…”

Section: Discussionmentioning

confidence: 99%

Implementation and evaluation of an interprofessional education initiative for students in the health professions

Salvatori

Berry

Eva

2007

Learn Health Soc Care

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This paper reports the results of a 2‐year pilot study that involved 136 students from various health professions in 13 interprofessional education projects in north‐western Ontario, Canada. The educational model was based on principles of problem‐based, self‐directed, small group learning and combined a clinical placement with a series of interprofessional tutorials and other shared learning experiences. Project evaluation entailed the use of both quantitative and qualitative outcome measures. Student ratings revealed a high level of learner satisfaction. There was no change in student perceptions of interprofessional collaboration between pre‐test and post‐test. A difference was observed between professions, with rehabilitation students having more positive perceptions than medical students. Qualitative analysis of student journals revealed four major themes: (i) new insights into interprofessional roles and the potential for collaboration; (ii) increased understanding of aboriginal culture, spirituality and health beliefs; (iii) new insights into healthcare system issues in rural and remote regions; and (iv) reflections on the benefits and challenges to interprofessional learning. Although barriers to implementing interprofessional education exist, the need to overcome them is critical in order to better prepare health professional students for collaborative practice within a changing healthcare system. Lessons learned and strategies for success are discussed.

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Section: Discussionmentioning

confidence: 99%

Implementation and evaluation of an interprofessional education initiative for students in the health professions

Salvatori

Berry

Eva

2007

Learn Health Soc Care

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“…Some studies have focused on what physiotherapy students learn in practice (Geddes, Wessel, and Williams, 2004;Jorgensen, 2000;Oldmeadow, 1996;Williams, Wessel, Gemus, and Foster-Seargeant, 2002), whereas others have looked at different aspects of the professional community as a learning arena (Baldry Currens and Bithell, 2003;Dahlgren, 1998;Hilton and Morris, 2001;Ladyshewsky, 2006;Lindquist et al, 2006;Miller, Pace, Brooks, and Mori, 2006;Reeves, Freeth, McCrorie, and Perry, 2002;Richardson et al, 1997). There are, however, few studies that discuss the impact of the professional community on learning from a student's point of view.…”

Section: Learning In Practicementioning

confidence: 99%

“…A thematic interview guide was developed on the basis of specified learning objectives (HiB, 2000(HiB, , 2001UFD, 2004), literature on qualitative interviews (Fog, 1994;Kvale, 1996), and findings from other qualitative studies on students' learning in clinical placements (Bergland and Øien, 1998;Engelsrud, 1998;Richardson et al, 1997;Svensen, 2002).…”

Section: Interviewmentioning

confidence: 99%

Learning physiotherapy in clinical practice: Student interaction in a professional context

Skøien¹,

Vågstøl²,

Raaheim

2009

Physiotherapy Theory and Practice

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A situated perspective on learning implies looking at learning as a process of social interaction. Learning is linked to participation and engagement in situations and activities that make up the community of practice. The aim of this study was to explore how important students perceive interaction in the community of practice to be for their learning. We chose a qualitative approach using semistructured interviews. The informants were five interns and five third-year students. The interviews were analysed by using a phenomenographic framework. Four descriptive categories were identified: 1) feeling welcome and included; 2) having enough time and space; 3) the importance of a fellow student; and 4) the patient as my teacher. In environments in which students feel welcome and included, they are allowed to test their ability to gain and develop experience, and they become active participants of a community. As active participants, students have access to a variety of learning situations. If learning is understood as a dynamic process during which all participants develop, there will be mutual interaction between students and the professional community. When learning becomes integrated into practice and has consequences for development of the community, responsibility for the learning of others becomes important.

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“…IDEUs, STWs, and other variations of pre-licensure interprofessional practice education approaches that engage one or more clinical front line staff (e.g., shadowing, interprofessional clinical placements) typically focus evaluation on the impact on learners rather than on the mentoring team (Greenstock, Molloy, Fiddes, Fraser, & Brooks, 2013;Mu, Chao, Jensen, & Royeen, 2004;Pinto et al, 2012;Richardson, Maureen, Cripps, Mohide, & Macpherson, 1997). These evaluations miss the potential for mutual learning to occur through learners stimulating mentoring team members' reflection and improvement of their own interprofessional collaborative competence while reinforcing its value to unit staff (Richardson et al, 1997;Takahashi, Brissette, & Thorstad, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…These evaluations miss the potential for mutual learning to occur through learners stimulating mentoring team members' reflection and improvement of their own interprofessional collaborative competence while reinforcing its value to unit staff (Richardson et al, 1997;Takahashi, Brissette, & Thorstad, 2010). Consideration of the effect of mentoring learners in IPE on the mentors is consistent with Mezirow's Transformative Learning theory that states: learning is a process of becoming aware of one's assumptions and through critical self-reflection, moving towards a frame of reference that is more "inclusive, discriminating, self-reflective, and integrative of experience" (Mezirow, 1997, p. 5).…”

Section: Introductionmentioning

confidence: 99%

Every team needs a coach: Training for interprofessional clinical placements

Grymonpre

Bowman²,

Rippin-Sisler

et al. 2016

Journal of Interprofessional Care

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Despite growing awareness of the benefits of interprofessional education and interprofessional collaboration (IPC), understanding how teams successfully transition to IPC is limited. Student exposure to interprofessional teams fosters the learners' integration and application of classroom-based interprofessional theory to practice. A further benefit might be reinforcing the value of IPC to members of the mentoring team and strengthening their IPC. The research question for this study was: Does training in IPC and clinical team facilitation and mentorship of pre-licensure learners during interprofessional clinical placements improve the mentoring teams' collaborative working relationships compared to control teams? Statistical analyses included repeated time analysis multivariate analysis of variance (MANOVA). Teams on four clinical units participated in the project. Impact on intervention teams pre- versus post-interprofessional clinical placement was modest with only the Cost of Team score of the Attitudes Towards Healthcare Team Scale improving relative to controls (p = 0.059) although reflective evaluations by intervention team members noted many perceived benefits of interprofessional clinical placements. The significantly higher group scores for control teams (geriatric and palliative care) on three of four subscales of the Assessment of Interprofessional Team Collaboration Scale underscore our need to better understand the unique features within geriatric and palliative care settings that foster superior IPC and to recognise that the transition to IPC likely requires a more diverse intervention than the interprofessional clinical placement experience implemented in this study. More recently, it is encouraging to see the development of innovative tools that use an evidence-based, multi-dimensional approach to support teams in their transition to IPC.

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Educating Students for Interprofessional Teamwork in the Clinical Placement Setting

Cited by 10 publications

References 22 publications

Implementation and evaluation of an interprofessional education initiative for students in the health professions

Implementation and evaluation of an interprofessional education initiative for students in the health professions

Learning physiotherapy in clinical practice: Student interaction in a professional context

Every team needs a coach: Training for interprofessional clinical placements

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