Influencing factors and processes of interprofessional professional education (IPE) implementation

Wong, Pei Se; Chen, Yu Sui; Saw, Pui San

doi:10.1080/0142159x.2019.1672864

Cited by 22 publications

(19 citation statements)

References 20 publications

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“…Successful IPE should be based on relevant patient situations in line with real practice (Wong et al, 2019). Our findings established that this could be reached by using VPs.…”

Section: Improved Course Integrationsupporting

confidence: 70%

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Flexible interprofessional student encounters based on virtual patients: a contribution to an interprofessional strategy

Edelbring

Broberger

Sandelius

et al. 2021

Journal of Interprofessional Care

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It is challenging to organize interprofessional activities in terms of coordinating students' various schedules. These challenges can be overcome by providing flexible online opportunities based on virtual patients (VPs). This study set out to study feasibility of using a blended approach based on virtual patients and a flexible interprofessional student encounter. The encounter was arranged in pairs or triads between nursing and medical students from two separate courses. Data were gathered through a questionnaire and followed up with group interviews. Reflective texts from the interprofessional encounters were analyzed in relation to descriptions of interprofessional competence. The great majority (86%) chose to meet online due to its flexibility. The participants gained an understanding of the other profession's roles and competences and a holistic patient awareness. Given its flexible and scalable opportunities, the blended online virtual patient approach provides a valuable contribution to an interprofessional programme.

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“…Successful IPE should be based on relevant patient situations in line with real practice (Wong et al, 2019). Our findings established that this could be reached by using VPs.…”

Section: Improved Course Integrationsupporting

confidence: 70%

“…However, the implementation of such encounters faces challenges of integrating different curricular content and timing (Wong et al, 2019). A practical challenge is when students study on different campuses with varying schedules (Lawlis et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Flexible interprofessional student encounters based on virtual patients: a contribution to an interprofessional strategy

Edelbring

Broberger

Sandelius

et al. 2021

Journal of Interprofessional Care

View full text Add to dashboard Cite

show abstract

“…As another form of support, a teaching community was created on the institutional virtual platform, with access to discussion forums, email communication, documents, videos that allow support and response to the needs presented [6 ].…”

Section: Accompany Teaching Teams During the Implementation Of The Course Both In-person And Virtuallymentioning

confidence: 99%

“…From the beginning, teachers were accompanied in the course’s implementation individually and in groups; in the first versions, this accompaniment was performed by a psychologist who specialized in teamwork to reinforce teamwork competencies. As another form of support, a teaching community was created on the institutional virtual platform, with access to discussion forums, email communication, documents, and videos that allowed support and response to the needs that were expressed [ 6 ].…”

Section: Lessons Learnedmentioning

confidence: 99%

Interprofessional health education teacher training at the University of Chile

Barrios

Torres

2021

J Educ Eval Health Prof

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The first interprofessional course, which included the 8 undergraduate health programs at the Faculty of Medicine, the University of Chile was implemented in 2015. For 700 students, 35 teachers were trained as facilitators. The use of several strategies to train facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal development workshops with experts' participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience in interprofessional health education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising awareness of the faculty about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.

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“…Despite the relevance of teamwork guided by effective collaboration, the education of health professionals still reproduces the trend of working and learning within the classic professional areas’ boundaries, with little or no articulation or interaction with other professional categories. In view of this reality, interprofessional education (IPE) has been increasingly discussed and implemented across the world due to its capacity to develop competencies for teamwork and interprofessional collaborative practice, aimed to produce the best healthcare outcomes 4,5 …”

Section: Introductionmentioning

confidence: 99%

Interprofessional education in the Dentistry curriculum: Analysis of a teaching‐service‐community integration experience

Olsson

Dalmoro

Costa

et al. 2021

Eur J Dental Education

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Introduction Interprofessional education (IPE) offers relevant theoretical, conceptual and methodological approaches to the development of effective teamwork competencies. Objective To analyse an interprofessional experience of teaching‐service‐community integration carried out at a public university in the South of Brazil. Methods A case study with a qualitative approach was carried out. The study's participants were thirty‐eight undergraduate dental students who attended the IPE activity between 2012 and 2019. Data collection was developed in two sequential steps that included the application of an online instrument and semi‐structured interviews. The textual material was interpreted by content analysis, considering Kirkpatrick's evaluation levels (reaction, learning and behaviour). Results In the reaction level, students highlighted the contents provided by the National Curricular Guidelines regarding public health system and teamwork, as well as the pedagogical teaching proposal by tutoring groups, which stimulated students’ autonomy. It was observed that the learning was geared towards the development of collaborative teamwork competencies and cultural competencies. In the behaviour level, students perceived positive changes in their attitudes and behaviours towards patients, focused on needs related to life conditions, realising that dentists may work within a team. The elective/optional nature of the experience allied with the absence of other IPE activities in the curricular grid showed to be challenging. Conclusion IPE in undergraduate education presented positive results related to the reaction, learning and behaviour of dental students. We recommend the inclusion of interprofessional activities of teaching‐service‐community integration in Dentistry curricular structure to complement uniprofessional education.

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Influencing factors and processes of interprofessional professional education (IPE) implementation

Cited by 22 publications

References 20 publications

Flexible interprofessional student encounters based on virtual patients: a contribution to an interprofessional strategy

Flexible interprofessional student encounters based on virtual patients: a contribution to an interprofessional strategy

Interprofessional health education teacher training at the University of Chile

Interprofessional education in the Dentistry curriculum: Analysis of a teaching‐service‐community integration experience

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