Interprofessional learning in ambulatory care

Saunders, Rosemary; Dugmore, Helen; Seaman, Karla; Singer, Rachel; Lake, Fiona

doi:10.1111/tct.12764

Cited by 11 publications

(24 citation statements)

References 7 publications

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“…48 The medical students' existing stereotypes about nursing students were challenged because they found that the nursing students had wider competencies than expected; this experience altered their attitude toward nursing students in general, as described in the literature. 24,25,39 Furthermore, by observing the nursing students' focus on the patients' activities in daily life, the medical students broadened their picture of the patient, from examining only X-rays and range of motion to having a more holistic view about what is important for patients in their daily life, e.g., how much weight the patient was allowed to carry when going shopping.…”

Section: Interprofessionalmentioning

confidence: 99%

“…21,22 Similar positive results have been reported from interprofessional clinical learning in outpatient clinics. [23][24][25] To our knowledge, a comparison of uniprofessional dyadic training versus interprofessional dyadic training of medical students in an authentic setup in a busy outpatient clinic has not been described. Based on the current literature, dyadic training seems to have the potential for peer learning in both situations.…”

Section: Introductionmentioning

confidence: 99%

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Interprofessional versus uniprofessional dyad learning for medical students in a clinical setting

et al. 2020

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Objectives: The aim of the present study was to explore and compare medical students' perceived learning outcomes when treating patients under supervision in two different learning settings: a uniprofessional or an interprofessional dyad. Methods: The design of the study is a qualitative interview study. Data were collected from October 2016 to June 2017 via semi-structured group interviews performed at the end of the clinical placement in an orthopaedic outpatient clinic for medical students in the last semester of the curriculum. In the placement, the students worked by turns in either a uniprofessional dyad with two medical students or an interprofessional dyad with a nursing student. The data from the interviews were analysed using Systematic Text Analysis. Results: Overall, 21 students were interviewed. The students appreciated the authenticity of dealing with real patient problems. Both dyads provided the possibility of working as a professional, but the interprofessional dyad had a more authentic setting. In both dyads, the students' interdependence and mutual support promoted the acquisition of knowledge and skills. Working in the interprofessional dyad facilitated relationships between the professions, and the medical students became aware of some of their own profession's strengths and weaknesses. The interprofessional collaboration contributed to different perspectives on the patients' course of treatment and led to a more holistic understanding of the treatment. Conclusions: Interprofessional dyads have the potential to improve learning outcomes in the clinical training of medical students. Further studies are needed to explore the benefits across medical specialities and settings.

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Section: Interprofessionalmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interprofessional versus uniprofessional dyad learning for medical students in a clinical setting

et al. 2020

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“…Examples include engagement in shared educational curricula, modules or short courses, e.g., [ 6 , 7 , 8 ], or shared conference events, e.g., [ 9 ]. Alternatively, it may involve face-to-face interactive opportunities; these are most often focused within clinical environments and may entail collaborative working during student placements in clinical settings [ 10 , 11 ], assessment of clinical skills in a team situation [ 12 ]: Team Objective Structured Clinical Examination; OSCE), engagement in clinical simulated experiences [ 13 , 14 , 15 ], or consideration of clinically-focused case studies or scenarios [ 16 , 17 , 18 ].…”

Section: Introductionmentioning

confidence: 99%

WHIRL Study: Workplace Health Interprofessional Learning in the Construction Industry

Blake

Somerset

Whittingham

et al. 2020

IJERPH

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Interprofessional learning (IPL) is essential to prepare healthcare trainees as the future public health workforce. WHIRL (Workplace Health InteRprofessional Learning) was an innovative IPL intervention that engaged volunteer healthcare trainees (n = 20) in multi-professional teams to deliver health checks (n = 464), including tailored advice and signposting, to employees in the UK construction industry (across 21 events, 16 sites, 10 organisations) as part of an ongoing research programme called Test@Work. Volunteers undertook a four-part training and support package of trainer-led education, observations of practice, self-directed learning and clinical supervision, together with peer mentoring. In a one-group post-test only design, IPL outcomes were measured using the Inventory of Reflective Vignette-Interprofessional Learning (IRV-IPL), and the psychometric properties of the IRV-IPL tool were tested. WHIRL demonstrably improved healthcare trainees’ interprofessional skills in all five areas of collaboration, coordination, cooperation, communication, and commendation. The IRV-IPL tool was found to be a valid and reliable measure of interprofessional competencies across three scenarios; before and after health promotion activities, and as a predictor of future health promotion competence. This industry-based workplace IPL programme resulted in the attainment of health check competencies and bridged the gap between research, education and clinical practice.

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“…9]. Alternatively, it may involve face-to-face interactive opportunities; these are most often focused within clinical environments and may entail collaborative working during student placements in clinical settings [10][11], assessment of clinical skills in a team situation [12]: Team Objective Structured Clinical Examination; OSCE), engagement in clinical simulated experiences [13][14][15], or consideration of clinically-focused case studies or scenarios [16][17][18].…”

Section: Introductionmentioning

confidence: 99%

WHIRL Study: Workplace Health Interprofessional Learning in the Construction Industry

Blake¹,

Somerset²,

Whittingham³

et al. 2020

Preprint

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Interprofessional learning (IPL) is essential to prepare healthcare trainees as the future public health workforce. WHIRL was an innovative IPL intervention that engaged multi-professional teams of volunteer healthcare trainees (n=20) to deliver health checks (n=464), including tailored advice and signposting, to employees in the UK construction industry (across 21 events, 16 sites, 10 organisations) as part of an ongoing research programme called Test@Work. Volunteers undertook a four-part training and support package of trainer-led education, observations of practice, self-directed learning and clinical supervision, together with peer mentoring. In a one-group post-test only design, IPL outcomes were measured using the Inventory of Reflective Vignette - Interprofessional Learning (IRV-IPL), and the psychometric properties of the IRV-IPL tool were tested. WHIRL demonstrably improved healthcare trainees’ interprofessional skills in all five areas of collaboration, coordination, cooperation, communication, and commendation. The IRV-IPL tool was found to be a valid and reliable measure of interprofessional competencies across three scenarios; before and after health promotion activities, and as a predictor of future health promotion competence. This industry-based workplace IPL programme resulted in attainment of health check competencies, and bridged the gap between research, education and clinical practice.

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Interprofessional learning in ambulatory care

Cited by 11 publications

References 7 publications

Interprofessional versus uniprofessional dyad learning for medical students in a clinical setting

Interprofessional versus uniprofessional dyad learning for medical students in a clinical setting

WHIRL Study: Workplace Health Interprofessional Learning in the Construction Industry

WHIRL Study: Workplace Health Interprofessional Learning in the Construction Industry

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