Interprofessional education and practice in an Indian setting

Hegde, Shilpa; Gajre, Mona; Shah, H.; Soares, Neelkamal

doi:10.1016/j.jtumed.2016.08.005

Cited by 9 publications

(11 citation statements)

References 6 publications

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“…So, the innate desire to familiarise oneself with the working of other healthcare courses already exists in most of the students. This study confirms the literature findings of positive interprofessional learning behaviour among other healthcare students 9,11,14,23 . This result was also similar to various reported studies on students of different health disciplines in different countries 17,21 .…”

Section: Discussionsupporting

confidence: 92%

“…Educational institutions and academia uphold a critical role in inculcating the core components of successful health practices as well as learning across disciplines. Many universities in North America like University of Colorado, University of South Carolina, Columbia University, University of Florida and University of Minnesota are currently offering IPE as an elective or as a mandatory inclusion in the curriculum 12,13 whereas in Asian countries, particularly in India, this has not yet been implemented by the Universities 14 …”

Section: Introductionmentioning

confidence: 99%

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Attitude towards shared learning activities and Interprofessional education among dental students in South India

Mohammed

Narsipur

Vasthare

et al. 2020

Eur J Dental Education

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Background Interprofessional Education (IPE) and Interprofessional Collaboration (IPC) are being introduced in healthcare institutions gradually to enable comprehensive learning and its application to enhance community health outcomes. Objectives To assess the attitude of dental students towards Interprofessional Education (IPE) and Interprofessional Collaboration (IPC) To assess whether Readiness for Interprofessional Learning Scale (RIPLS) is a suitable instrument to measure the attitude of under graduate dental students towards IPE. To assess how the study year and gender affect the attitude of under graduate dental students towards IPE. Methods and materials The research design was a cross‐sectional survey. The dental students of first to fifth year based on availability of students and the existing academic calendar were participated in the study. A total number of 417 validated RIPLS questionnaire were distributed to dental students studying in two dental institutions at Manipal in South India in the year 2017 with the collected response rate of 81.53%. Principal component analysis of the responses was applied to the data along with Varimax rotation and Cronbach alpha to confirm the internal consistency of the questionnaire. Independent sample t test and ANOVA were used to assess the differences between the groups. Results Seventy five percent of the respondents were females, and the mean age was 21.26 years (SD = 1.34). The mean scores in RIPLS and all its subscales were high. The mean scores were also higher as the year of study increased and with female students. Senior and female dental students had more encouraging attitudes towards shared learning. Conclusions The RIPLS can be utilised to determine the different subscales of learning namely learning behaviour, attitudes, teamwork and collaboration, professional identity perspectives, and roles and responsibilities towards interprofessional education of dental students. The dental students with an Indian outlook, perspective and training had a favourable attitude towards interprofessional learning.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Attitude towards shared learning activities and Interprofessional education among dental students in South India

Mohammed

Narsipur

Vasthare

et al. 2020

Eur J Dental Education

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“…Developmental-behavioural paediatrics is currently being recognized as a subspecialty of paediatrics and is well-established in many developed countries. The training programmes provided aim to increase the number of providers who engage in IPP and establish themselves at providing specialised care 21 . This, however, remains a new and emergent subspecialty in India.…”

Section: Importance Of Proposed Researchmentioning

confidence: 99%

“…Although reviews showed that awareness of IPE was average among the students, majority had good knowledge and a positive perception 7,8,9,10,11,12,13,14 . Literature also had recommended the need to improve their awareness and knowledge about IPE by making use of combined seminars for the various healthcare professional novices and also by implementing IPE into their present curricula of training 15,16,17,18,19,20,21,22,23,24 .…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of an Interprofessional Education Module on Care of Autistic Children in Enhancing the Interprofessional Competencies among Students of Healthcare Professions: A Study Protocol

2021

IJONE

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Background: Autism Spectrum Disorders are neurodevelopmental disorders that are being identified in children in current days due to the emerging technological and healthcare advances. Most often, children require specialized care from various healthcare practitioners by referral systems which requires parents/ caregivers to take children from one place to another. Interprofessional Practice is a collaborative approach in professional care where healthcare providers work with people from within their own profession, with people outside their profession and with patients and their families. The process becomes laborious when practitioners do not appreciate the concept of Interprofessional Education. Being the future workforce, students from health professions should learn together to have better understanding of each other's roles and responsibilities and learn to have effective team communication. A collaborative approach is crucial in autism, to enable quality care for well-being and assist to provide early and comprehensive evaluation and appropriate interventions.The objective of the study is to develop an Interprofessional Education Module on care of autistic children for Students of Healthcare professions and evaluate its effectiveness in enhancing the Interprofessional Competencies among them.Method: Quantitative pre-test-post-test approach. Phase 1 -development of the Module and Assessment Tool; Phase 2 -testing the Tool among 40 students from selected disciplines. Module and Tool will be prepared based on review of literature, semi-structured interviews, focus group discussion and needs assessment. Reflective summaries will document the Interprofessional Education experience of the students.Discussion: There are no comparable method of Interprofessional Education for care of children with autism, therefore, appraisal by experts will be considered as a critical step in validating the module and tool. Descriptive and Inferential Statistics will be used for analysis.

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“… 8 Implementation of IPE in the Asian context, including its effectiveness and challenges, has been previously reported. 9 – 13 …”

Section: Introductionmentioning

confidence: 99%

Understanding attitude of health care professional teachers toward interprofessional health care collaboration and education in a Southeast Asian country

Lestari

Stalmeijer

Widyandana

et al. 2018

JMDH

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BackgroundFaculty members play crucial roles as facilitators of learning for effective inter-professional education (IPE). However, faculty attitudes are reported to be barriers to successful implementation of IPE initiatives within health care education settings. This study aimed to investigate the following: 1) health care faculty members’ attitudes toward interprofessional collaboration (IPC) and IPE; 2) factors affecting faculty members’ perception toward IPC and IPE; and 3) health care professionals’ perceptions toward factors that hamper the quality of IPC, and whether IPE is a possible remedy for the situation.MethodsA survey was administered to medicine, nursing, midwifery, and dentistry faculty members at 17 institutions in Central Java Province, Indonesia. Respondents were asked to rate their attitudes toward IPC and IPE using a previously validated “Attitude toward Interprofessional Health care Collaboration and Education” scale. To help interpretation of the survey results, 4 monoprofessional focus groups (FGs) were conducted and 3 key participants who could not be present at the FG meetings were interviewed. We conducted a statistical analysis on the quantitative data and performed a thematic content analysis of the qualitative data using ATLAS Ti (version 7).ResultsThe total response rate was 74.1%. Nurses’ mean scores for attitudes toward IPC and IPE were higher than those of other health care professionals. The main problems of IPC identified from the FG were as follows: 1) differing perceptions of the needs of patients among professionals; 2) unequal participation in decision-making; 3) lack of face-to-face interaction; and 4) overlapping of roles and responsibilities. Faculty members agreed that IPE has the potential to remedy these challenges as long as opportunities are provided to inculcate equal power and contribution in meeting patients’ needs.ConclusionThese findings indicate the necessity of convening faculty development programs regarding IPC and IPE. Additionally, innovative strategies must be developed for the implementation of IPC and IPE in a variety of academic settings.

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Interprofessional education and practice in an Indian setting

Cited by 9 publications

References 6 publications

Attitude towards shared learning activities and Interprofessional education among dental students in South India

Attitude towards shared learning activities and Interprofessional education among dental students in South India

Effectiveness of an Interprofessional Education Module on Care of Autistic Children in Enhancing the Interprofessional Competencies among Students of Healthcare Professions: A Study Protocol

Understanding attitude of health care professional teachers toward interprofessional health care collaboration and education in a Southeast Asian country

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