Evaluation of an Interprofessional Problem-based Learning Module on Care of Persons Living with HIV/AIDS

D’Eon, Marcel; Proctor, Peggy; Cassidy, J; McKee, Nora; Trinder, Krista

doi:10.22230/jripe.2010v1n2a28

Cited by 17 publications

(21 citation statements)

References 19 publications

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“…Inter-professional training efforts have been successful in other areas relevant to patient care, such as HIV/AIDS (D'Eon, Proctor, Cassidy, McKee, & Trinder, 2010). However, there are many challenges to setting up these learning spaces, including lack of funding.…”

Section: Serendipity In Clinical Practicementioning

confidence: 99%

Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching

Davy

Amsler

Duncombe

2015

QRE

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<span style="font-size: 9.0pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES; mso-fareast-language: ES; mso-bidi-language: AR-SA;">Increasingly, Lesbian, Gay, Bisexual, and Transgender (LGBT) health care is becoming an important quality assurance feature of primary, secondary and tertiary healthcare in Britain. While acknowledging these very positive developments, teaching LGBT curricula content is contingent upon having educators understand the complexity of LGBT lives. The study adopted a qualitative mixed method approach. The study investigated how and in what ways barriers and facilitators of providing LGBT medical, health and social care curricula content figure in the accreditation policies and within undergraduate and postgraduate medical and healthcare teaching. This paper illustrates opposing views about curricula inclusion. The evidence presented suggests that LGBT content teaching is often challenged at various points in its delivery. In this respect, we will focus on a number of resistances that sometimes prevents teachers from engaging with and providing the complexities of LGBT curricula content. These include the lack of collegiate, colleague and student cooperation. By investing some time on these often neglected areas of resistance, the difficulties and good practice met by educators will be explored. This focus will make visible how to support medical, health and social care students become aware and confident in tackling contemporaneous health issues for LGBT patients.</span>

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Section: Serendipity In Clinical Practicementioning

confidence: 99%

Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching

Davy

Amsler

Duncombe

2015

QRE

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“…Interprofessional education is defined as a process by which a group of students (or workers) from health-related occupations, with different educational backgrounds, learn together during certain periods of their education. 1,2 Interprofessional approaches to patient care are believed to have the potential for improving professional relationships, increasing efficiency, and coordination, and ultimately enhancing patient and health outcomes. 1,3 After understanding the current needs, an interprofessional training module as enlisted in Table 1 can be a useful strategy to overcome the stigma.…”

Section: Current Trendsmentioning

confidence: 99%

Overcoming Stigma of Human Immunodeficiency Virus Infected Patients: Breaching the Myths

Sherif¹,

Nagpal²,

Nanda³

2018

Journal of Contemporary Dentistry

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“…Moreover, identifying attitudinal similarities and differences across students in different health professions fields would shed light on HIV-related topics that would benefit from interprofessional education, where students learn from each other and with each other (e.g., D'Eon, Proctor, Cassidy, McKee, & Trinder, 2010). This training model has the potential to improve patient-centered care by building communication skills that foster collaboration with other providers, and by improving HIV-related knowledge and attitudes, which would transfer into clinical practice (e.g., Blue & Zoller, 2012;D'Eon et al, 2010).…”

Section: Implications For Interprofessional Practicementioning

confidence: 99%

Attitudes Toward HIV Among Health Professions Students in the Southeastern United States: Implications for Interprofessional Education

Macapagal¹,

Valvano²,

Penwell-Waines³

et al. 2014

Health and Interprofessional Practice

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INTRODUCTIONThe Southeastern United States is disproportionately affected by HIV, and unfavorable attitudes toward HIV among healthcare providers in these communities can negatively impact persons living with HIV (PLWH). Moreover, attitudinal differences between providers impede collaboration in interdisciplinary HIV treatment teams and can have detrimental effects on patient care. Identifying attitudinal differences during health professions training and student characteristics associated with those differences may help narrow these gaps by revealing potential areas for improving education.

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Evaluation of an Interprofessional Problem-based Learning Module on Care of Persons Living with HIV/AIDS

Cited by 17 publications

References 19 publications

Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching

Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching

Overcoming Stigma of Human Immunodeficiency Virus Infected Patients: Breaching the Myths

Attitudes Toward HIV Among Health Professions Students in the Southeastern United States: Implications for Interprofessional Education

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