Interprofessional care review with medical residents: Lessons learned, tensions aired – A pilot study

Barker, Keegan K.; Oandasan, Ivy

doi:10.1080/13561820500138693

Cited by 45 publications

(30 citation statements)

References 9 publications

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“…The American Council on Pharmaceutical Education [30], the Pew Health Professions Committee [31], the United States Institute of Medicine [13], and the University of Minnesota [32] had begun work on defining and delineating interprofessional competencies for healthcare planning and delivery. In Canada, Health Canada [10], the Canadian Interprofessional Health Collaborative [CIHC] [7], HealthForceOntario [11], Barker and Oandasan [8], and Barker, Bosco, and Oandasan [9] described the need for interprofessional competencies and provided strategies to move toward improved interprofessional care.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Worldwide, healthcare services could be improved by providing interprofessional, collaborative, patient-centred care that improves patient outcomes while reducing healthcare costs [7][8][9][10][11][12][13][14]. Yet, despite the diverse and extensive literature on change management and human resources management, few empirically based models provide the breadth and depth necessary to deal with the complexities of transforming current healthcare systems into care planning and delivery systems that are interprofessional, evidence-based, and cost-effective.…”

Section: Findings and Conclusionmentioning

confidence: 99%

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The Development of Competencies in Interprofessional Health Care for Use in Health Science Educational Programs

Tashiro¹,

Byrne²,

Kitchen³

et al. 2011

JRIPE

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Background: The Health Education Technology Research Unit (HETRU) at the University of Ontario Institute of Technology (UOIT) has developed an interprofessional framework for use as a learning map to create computer-based simulations that can automatically assess interprofessional competencies of undergraduate health sciences students.Methods: Our interprofessional competency framework was developed through an iterative process of competency mapping. Each iteration involved: 1) a literature review of interprofessional competencies, 2) the mapping of these competencies within a meaningful taxonomy, and 3) the review of the mapping by an expert panel of educators and clinicians. Findings and Conclusions:After three iterations, the research team developed a competency taxonomy that mapped interprofessional competencies from our literature reviews into six competency domains and three cross-cutting themes for each domain. The competency matrix was then used as a learning map to define learning resources related to interprofessional education and learning activities associated with such resources to help students develop competencies in interprofessional healthcare planning and delivery. Interactive, computer-based clinical simulations were then developed to portray opportunities in which the learning resources and activities could be explored and to provide more realistic exposure to complexities in healthcare planning and delivery.Keywords: Interprofessional education; Health sciences; Competencies; Technology Introduction A broad base of recent work has provided new models for exploring the complexity of factors leading to the ineffective articulation of healthcare services [1][2][3][4][5][6]. Worldwide, healthcare services could be improved by providing interprofessional, collaborative, patient-centred care that improves patient outcomes while reducing healthcare costs [7][8][9][10][11][12][13][14]. Yet, despite the diverse and extensive literature on change management and human resources management, few empirically based models provide the breadth and depth necessary to deal with the complexities of transforming current healthcare systems into care planning and delivery systems that are interprofessional, evidence-based, and cost-effective.Interestingly, the concept of patient-centered care [15] Exploring new ways of providing care has led to the resurgence of interest in interprofessional healthcare collaboration. This interest is due to health system renewal, emerging health and human resource issues, and continuity and co-ordination of care [10]. The belief underlying the support for interprofessional care is that working with members of other professions will result in the provision of more highly integrated, patient-centred care; in addition, the complexity of most health problems requires a co-ordinated approach to understanding and management [19]. Although advocates for interprofessional education have tried to move forward in implementing this approach, one of the most difficult arenas to estab...

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Section: Literature Reviewmentioning

confidence: 99%

Section: Findings and Conclusionmentioning

confidence: 99%

The Development of Competencies in Interprofessional Health Care for Use in Health Science Educational Programs

Tashiro¹,

Byrne²,

Kitchen³

et al. 2011

JRIPE

View full text Add to dashboard Cite

show abstract

“…The result being a greater understanding on the part of each student from different health disciplines of the quality aspects of patient care. Besides a greater understanding of quality patient care while still a student, IPE has fostered greater respect and positive attitudes amongst collaborative team members for improving patient outcomes [2,3].IPE is an interprofessional collaboration of health disciplines which affords clients or patients an opportunity to receive quality of care that has been influenced by other health disciplines and expertise. A key tenet of the IPE approach is greater communication between healthcare professionals.…”

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confidence: 99%

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confidence: 99%

Principles for Developing an Interprofessional Education Curriculum in a Healthcare Program

Birk¹

2017

J Healthc Commun

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Interprofessional Education (IPE) has been a pedagogical method which has involved more than one professional discipline. For over the past ten years health professions and disciplines have had a goal to improve the quality of patient care by collaborating with each other [1]. The implementation of IPE has advanced the educational development of students in health sciences and healthcare beyond that of traditional curricula. The result being a greater understanding on the part of each student from different health disciplines of the quality aspects of patient care. Besides a greater understanding of quality patient care while still a student, IPE has fostered greater respect and positive attitudes amongst collaborative team members for improving patient outcomes [2,3].IPE is an interprofessional collaboration of health disciplines which affords clients or patients an opportunity to receive quality of care that has been influenced by other health disciplines and expertise. A key tenet of the IPE approach is greater communication between healthcare professionals. Greater communication increases the diversity and choice of care options, subsequently providing a higher patient care quality [4]. IPE brings together learners, students, and faculty in an interactive, team oriented, collaborative forum. The collaborative aspect places all participants on a similar contributory level. This differs from the more traditional hierarchical development of health care professions, which typically has a leader from a healthcare profession in charge.Improving teamwork and increasing cooperation in present day healthcare services is needed [5]. Interprofessional collaboration and IPE has been touted by the World Health Organization as "a necessary step in preparing a collaborative practice ready-ready" health force that is better prepared to respond to local health needs [6].IPE has become a focus in health care as a means to improve patient centred quality and safety, particularly in chronic disease [1]. Through improved communication amongst health care providers, IPE can decrease redundancy of interventions, and reduce health care costs. The IPE training process for health care students should begin as early as possible in a higher education setting.The purpose of this paper is to summarize principles and considerations in developing an IPE curriculum in an academic healthcare program. ProcessPreparing and developing an IPE curriculum can be challenging. First and foremost commitments are needed from university administration including deans and faculty from all professions and disciplines involved. Colleges and schools and the departments and programs within must commit time and resources for students to participate in the IPE course(s) and process. To facilitate curricular activities, departments and schools need to agree on a mapping or organizational format. The format should begin with basic collaborative activities and eventually proceed to a course(s). Facilities should have ample space to accommodate large numbers of s...

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“…The effect of interprofessional training has been positively correlated with productive interprofessional collaboration in healthcare settings (Barker & Oandasan, 2005;Barr, et al, 2005;Karim & Ross, 2008). As Royeen et al (2009a) pointed out, "working together as a community of health professionals to create a healthier society requires that we also begin learning together" (Royeen et al 2009a).…”

Section: Trends In Interprofessional Healthcare Deliverymentioning

confidence: 99%

Developing and Implementing an Interprofessional Course and Identifying Its Strengths and Challenges

Karimi

Pelham-Foster

Scott

et al. 2012

Health and Interprofessional Practice

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An interprofessional course (IPC) was developed to provide basic guidance in developing essential knowledge, skills, attitudes, and values in order to function effectively in an interprofessional healthcare community. A total of 357 firstyear students from seven professional programs: Dental Health Science, Masters of Healthcare Administration, Occupational Therapy, Physical Therapy, Physician Assistant Studies, Pharmacy, and Professional Psychology, were enrolled in the IPC. Sixteen faculty members from the above programs participated to deliver four didactic topics: teambuilding and communication, diversity, professionalism, and community resources. A fifth topic was assigned to summarize didactic and experiential experiences. Pre and post surveys were implemented to evaluate the effectiveness of the entire IPC. Our results indicated that students appreciated the value of an IPC for developing interprofessional skills and that an interprofessional course is a meaningful curricular activity to be offered to students. Steps taken to establish and implement the IPC and identify strengths and challenges are discussed.

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Interprofessional care review with medical residents: Lessons learned, tensions aired – A pilot study

Cited by 45 publications

References 9 publications

The Development of Competencies in Interprofessional Health Care for Use in Health Science Educational Programs

The Development of Competencies in Interprofessional Health Care for Use in Health Science Educational Programs

Principles for Developing an Interprofessional Education Curriculum in a Healthcare Program

Developing and Implementing an Interprofessional Course and Identifying Its Strengths and Challenges

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