Making organizational change to achieve improvement and interprofessional learning: perspectives from health professions educators

Gelmon, Sherril B.; White, Andrea T.; Carlson, Letitia; Norman, Linda

doi:10.1080/713678566

Cited by 21 publications

(13 citation statements)

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“…When properly implemented, team structures can improve communication by removing institutional barriers and by creating incentives for collaborative behavior and information sharing (Vinokur-Kaplan, 1995). In educational settings, groundbreaking work on interdisciplinary teams has come from geriatrics, as medical doctors, nurses, mental health professionals, and elderhousing specialists frequently cooperate to manage the health-care situations of older persons (Gelmon, White, Carlson, & Norman, 2000). Special education is another area where decisions are frequently made by teams of teachers, testing specialists, parents, and administrators (Clark, 1996;Heston, Raschke, & Kliewer, 1998;Knotek, 2003).…”

Section: Learning Communities As Interdisciplinary Teamsmentioning

confidence: 99%

Assessing Student Outcomes in Communication-Intensive Learning Communities: A Two-Year Longitudinal Study of Academic Performance and Retention

Waldron

Yungbluth

2007

Southern Communication Journal

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Section: Learning Communities As Interdisciplinary Teamsmentioning

confidence: 99%

Assessing Student Outcomes in Communication-Intensive Learning Communities: A Two-Year Longitudinal Study of Academic Performance and Retention

Waldron

Yungbluth

2007

Southern Communication Journal

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“…The incorporation of IPE into health professional curricula involves significant changes and threatens the status, boundaries and involvement of individual stakeholders (Gelmon et al, 2000;Gilbert, 2005). As such, the potential changes arising from the incorporation of IPE exhibit a high degree of complexity and cost with uncertain outcomes (Gelmon et al, 2000). Therefore, the move from a ''silo'' to integrated pedagogical approach is often met with a high degree of resistance (Kreitner & Kinicki, 2008).…”

Section: Introductionmentioning

confidence: 98%

“…This transition however is challenging and complex, and involves the collaboration of stakeholders such as governments, community organisations, professional bodies, HEI and individuals (Anonson, Leischner, Manahan, Randal, & Wejr, 2008;Barnes & Carpenter, 2006;Borduas et al, 2006;Dalton, Spencer, & Howarth, 2007;Kipp, Pimlott, & Satzinger, 2007;WHO, 2010). Change management advocates state that for change to be sustainable a synchronised and systematic approach by stakeholders at different levels is required (Gelmon, White, Carlson, & Norman, 2000;Ginsburg & Tregunno, 2005). With change, however, comes resistance.…”

Section: Introductionmentioning

confidence: 99%

“…Low degrees of complexity, cost and uncertainty result in low resistance to change, while high degrees of these factors are associated with a higher resistance to change (Kreitner & Kinicki, 2008). The incorporation of IPE into health professional curricula involves significant changes and threatens the status, boundaries and involvement of individual stakeholders (Gelmon et al, 2000;Gilbert, 2005). As such, the potential changes arising from the incorporation of IPE exhibit a high degree of complexity and cost with uncertain outcomes (Gelmon et al, 2000).…”

Section: Introductionmentioning

confidence: 99%

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Barriers and enablers that influence sustainable interprofessional education: a literature review

Lawlis¹,

Anson²,

Greenfield³

2014

Journal of Interprofessional Care

242

138

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The effective incorporation of interprofessional education (IPE) within health professional curricula requires the synchronised and systematic collaboration between and within the various stakeholders. Higher education institutions, as primary health education providers, have the capacity to advocate and facilitate this collaboration. However, due to the diversity of stakeholders, facilitating the pedagogical change can be challenging and complex, and brings a degree of uncertainty and resistance. This review, through an analysis of the barriers and enablers investigates the involvement of stakeholders in higher education IPE through three primary stakeholder levels: Government and Professional, Institutional and Individual. A review of eight primary databases using 21 search terms resulted in 40 papers for review. While the barriers to IPE are widely reported within the higher education IPE literature, little is documented about the enablers of IPE. Similarly, the specific identification and importance of enablers for IPE sustainability and the dual nature of some barriers and enablers have not been previously reported. An analysis of the barriers and enablers of IPE across the different stakeholder levels reveals five key "fundamental elements" critical to achieving sustainable IPE in higher education curricula.

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“…The literature has focused on the attitudes of health care workers, students and (to a lesser degree) faculty towards interprofessional education (Clark, 1994b;Glen, 1999;Gelmon, White, Carlson, & Norman, 2000). However, the attitudes of senior academic administrators are also a major determinant of interprofessional education efforts in the post-secondary education setting (Moore, 2000).…”

Section: Introductionmentioning

confidence: 98%

Academic administrators' attitudes towards interprofessional education in Canadian schools of health professional education

Curran

Deacon

Fleet

2005

Journal of Interprofessional Care

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Interprofessional education is an approach to educating and training students and practitioners from different health professions to work in a collaborative manner in providing client and/or patient-centred care. The introduction and successful implementation of this educational approach is dependent on a variety of factors, including the attitudes of students, faculty, senior academic administrators (e.g., deans and directors) and practitioners. The purpose of this study was to examine attitudes towards interprofessional teamwork and interprofessional education amongst academic administrators of post-secondary health professional education programs in Canada. A web-based questionnaire in English and French was distributed via e-mail messaging during January 2004 to academic administrators in Canada representing medicine, nursing, pharmacy, social work, occupational therapy and physiotherapy post-secondary educational programs. Responses were sought on attitudes towards interprofessional teamwork and interprofessional education, as well as opinions regarding barriers to interprofessional education and subject areas that lend themselves to interprofessional education. In general, academic administrators responding to the survey hold overall positive attitudes towards interprofessional teamwork and interprofessional education practices, and the results indicate there were no significant differences between professions in relation to these attitudinal perspectives. The main barriers to interprofessional education were problems with scheduling/calendar, rigid curriculum, turf battles and lack of perceived value. The main pre-clinical subject areas which respondents believed would lend themselves to interprofessional education included community health/prevention, ethics, communications, critical appraisal, and epidemiology. The results of this study suggest that a favourable perception of both interprofessional teamwork and interprofessional education exists amongst academic administrators of Canadian health professional education programs. If this is the case, the post-secondary system in Canada is primed for the introduction of interprofessional education initiatives which support the development of client and patient-centred collaborative practice competencies.

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Making organizational change to achieve improvement and interprofessional learning: perspectives from health professions educators

Cited by 21 publications

References 0 publications

Assessing Student Outcomes in Communication-Intensive Learning Communities: A Two-Year Longitudinal Study of Academic Performance and Retention

Assessing Student Outcomes in Communication-Intensive Learning Communities: A Two-Year Longitudinal Study of Academic Performance and Retention

Barriers and enablers that influence sustainable interprofessional education: a literature review

Academic administrators' attitudes towards interprofessional education in Canadian schools of health professional education

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