Evaluation of an interprofessional collaboration workshop for post-graduate residents, nursing and allied health professionals

Curran, Vernon; Heath, Olga; Kearney, Anne; Button, Pam

doi:10.3109/13561820903163827

Cited by 30 publications

(17 citation statements)

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“…Differences in attitudes and perceptions between professions have frequently been reported in the literature for RILPS, IEPS, ATHCT, SPICE, and other instruments. 11,15,16,21,24,[27][28][29][30][31] Interestingly, these differences have been observed in students, as well as post-graduate practicing professionals. In a majority of these observations, medical students and physicians had lower ratings for each respective instrument (i.e.…”

mentioning

confidence: 99%

A Cross-Sectional Study Evaluating the Impact of One Year versus Two Years of Exposure to Interprofessional Education on Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE)

et al. 2016

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confidence: 99%

A Cross-Sectional Study Evaluating the Impact of One Year versus Two Years of Exposure to Interprofessional Education on Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE)

et al. 2016

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“…The workshop emphasized learning the characteristics of effective interprofessional health care teams; understanding, valuing, respecting, and integrating each practitioner's role; and, collaboratively managing a common disease and/or health issue. Curran et al (2010) reported attitudes toward health care team work improved after participation. Based on Curran et al (2010) and the current study, short-term interprofessional training for students, focused on collaboration and improved understanding of others' professional roles, can positively impact attitudes toward health care teams.…”

Section: Discussionmentioning

confidence: 90%

Maximizing the Impact of a Symposium to Facilitate Change in Student Attitudes about Interdisciplinary Teamwork

Zucchero

Hooker

Harland

et al. 2011

Clinical Gerontologist

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Elderly patients, including those with dementia, have more complex health care needs, which may be more effectively served by interdisciplinary teams. Yet, few health care students receive interdisciplinary education. This article describes the improved outcomes of a second annual symposium for health care students on interdisciplinary care for older adults with dementia. Students ( n = 109) completed a pre/post assessment using the Attitudes Toward Healthcare Teams Scale. A t-test for paired samples indicated a statistically significant increase in pre-post test scores ( p < .001); we observed a larger effect size of change in student attitudes for this symposium than the first (η 2 = .48). The results support the value of pedagogical changes in facilitating a greater change in student attitudes about interdisciplinary teamwork.

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“…showing that face-to-face meetings are appropriate tools to build trust between participants and to facilitate engagement in subsequent one-to-one exchanges on diverse topics (Curran, Heath, Kearney, & Button, 2010;Snyder & Wenger, 2010). Even though participants made few specific changes to their ethics courses following the KE project, the project allowed them to reflect on their teaching practices and about ethics teaching across the curriculum in their institutions.…”

Section: Discussionmentioning

confidence: 99%

Supporting ethics educators in Canadian occupational therapy and physical therapy programs: A national interprofessional knowledge exchange project

Hudon

Blackburn

Laliberté

et al. 2018

Journal of Interprofessional Care

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Ethics education is the cornerstone of professional practice, fostering knowledge and respect for core ethical values among healthcare professionals. Ethics is also a subject well-suited for interprofessional education and collaboration. However, there are few initiatives to gather experiences and share resources among ethics educators in rehabilitation. We thus undertook a knowledge exchange project to 1) share knowledge about ethics training across Canadian occupational and physical therapy programs, and 2) build a community of educators dedicated to improving ethics education. The objectives of this paper are to describe this interprofessional knowledge exchange project involving ethics educators (with a diversity of professional and disciplinary backgrounds) from Canadian occupational and physical therapy programs as well as analyze its outcomes based on participants' experiences/perceptions. Two knowledge exchange strategies were employed: an interactive one-day workshop and a wiki platform. An immediate post-workshop questionnaire evaluated the degree to which participants' expectations were met.Structured telephone interviews nine to ten months after the workshop collected participants' perceptions on whether (and if so, how) the project influenced their teaching or led to further interprofessional collaborations. Open-ended questions from the post-workshop questionnaires and individual interviews were analyzed using qualitative methods. Of 40 ethics educators contacted, 23 participated in the workshop and 17 in the follow-up interview. Only 6 participants logged into the wiki from its launch to the end of data collection. Five themes emerged from the qualitative analysis: 1) belonging and networking; 2) sharing and collaborating; 3) changing (or not) ways of teaching ethics; 4) sustaining the network; and 5) envisioning the future of ethics education. The project attained many of its goals, despite encountering some challenges. While the wiki platform proved to be of limited benefit in advancing the project goals, the interactive format and collaborative nature of the one-day workshop were described as rewarding and 3 effective in bringing together occupational therapy and physical therapy educators to meet, network, and share knowledge.

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Evaluation of an interprofessional collaboration workshop for post-graduate residents, nursing and allied health professionals

Cited by 30 publications

References 4 publications

A Cross-Sectional Study Evaluating the Impact of One Year versus Two Years of Exposure to Interprofessional Education on Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE)

A Cross-Sectional Study Evaluating the Impact of One Year versus Two Years of Exposure to Interprofessional Education on Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE)

Maximizing the Impact of a Symposium to Facilitate Change in Student Attitudes about Interdisciplinary Teamwork

Supporting ethics educators in Canadian occupational therapy and physical therapy programs: A national interprofessional knowledge exchange project

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