Multi-sector perspectives on learning for interprofessional practice: lessons for higher education and organisational culture

Lewitt, Moira; Cross, Beth; Sheward, Louisa; Beirne, Pauline

doi:10.1080/13561820.2018.1544548

Cited by 6 publications

(6 citation statements)

References 6 publications

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“…Obstacles for IPCP may be associated with organizational structures and cultures. Traditionally and clinically, physicians have been considered as the main players leading IPCP and team decision-making, which could negatively impact the "equal partner" mentality in interprofessional team collaboration [33,34,17]. In Taiwan, the Joint Commission of Taiwan [6] requires accreditations of teaching hospitals and the two-year postgraduate programs to include interprofessional collaboration.…”

Section: Interprofessional Collaborative Practice Behaviorsmentioning

confidence: 99%

The effectiveness of World Café-based flipped classroom to optimal interprofessional education among interprofessional healthcare workers: A quasi-experimental study

Hsu

Huang

et al. 2023

Preprint

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Background Quality of healthcare outcomes rely heavily on effective interprofessional collaboration. However, inadequate communication and team collaboration may contribute to ineffective interprofessional collaborative practice (IPCP) and negatively impact patient safety. Traditionally, IPCP training sessions are conducted primarily through lectures with limited interactions across disciplines, which may create obstacles in cultivating effective interprofessional communication. Teaching strategies that combine the World Café approach with flipped classroom (WCFC) approach may improve team communication and collaboration. The purpose of this study was to evaluate the effectiveness of World Café-based flipped classroom (WCFC) approach in promoting interprofessional collaborative practice behaviors, learning engagement and learning satisfaction. Methods This quasi-experimental study used two-group repeated measure longitudinal design with a convenience sample. Seventy-six healthcare professionals participated in this study. The experimental group (n=38) completed a case studydiscussion course through the WCFC approach, whereas the control group (n=38) received the same course through a traditional teaching approach. Data collection took place before the intervention, one week and four weeks after the intervention. The instruments utilized were demographic information sheet, Lee’s (2016) Interprofessional Collaborative Practice Behavior Inventory (IPCPBI), Ciou’s (2020) Learning Engagement Scale, and Huang’s (2013) Learning Satisfaction Scale. Results There were no significant differences in the IPCPBI scores between the experimental and control groups one week after the intervention (p >.05). Analyses of the delay effects four weeks after the intervention foundsignificantly higher IPCPBI scores in the experimental group than the control group (p < .05). The learning engagement scores and learning satisfaction scores were higher in the experimental group but did not reach statistical significance (p> .05). Conclusions Case studydiscussions conducted using the WCFC approach effectively improved IPCPbehaviors, learning engagement and learning satisfaction in healthcare professionals. The World Café approach created a relaxing atmosphere for learning, and encouraged sharing among participants. Each participant experienced freedom and equal opportunities to contribute in interprofessional collaborative practice for the optimized care outcomes.

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Section: Interprofessional Collaborative Practice Behaviorsmentioning

confidence: 99%

The effectiveness of World Café-based flipped classroom to optimal interprofessional education among interprofessional healthcare workers: A quasi-experimental study

Hsu

Huang

et al. 2023

Preprint

View full text Add to dashboard Cite

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“…Educational institutions will progress if they are supported by a strong organizational culture (Jirek, 2020;Mierzwa & Mierzwa, 2020;Perry & Mee, 2022). The influence of organizational culture is positive, while others are negative (Köse & Korkmaz, 2019;Lewitt et al, 2019;Mzangwa, 2019). Organizational culture needs to be implemented and improved so that the organization, in the long term, can provide high performance, including making the best organization, and work values that consider everyone as an individual that must be understood and respected (Nurjanah et al, 2020;Perry & Mee, 2022;Xie & Zhang, 2022).…”

Section: Introductionmentioning

confidence: 99%

Positive Influence on Innovative Work Behavior in Higher Education, Indonesia

Matin,

Sugiarto,

Ahmad

et al. 2024

Kuey

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This study examines the effect of work motivation, organizational culture, and soft skills on innovative work behavior. Four hundred fifty lecturers obtained the research sample using a purposive sampling technique at six state universities in Indonesia as research respondents. Quantitative data were collected through google Forms and analyzed using the PLS-SEM method to evaluate the measurement and structural models of the latent research variables. The validity (convergent and discriminant) and reliability tests have met the measurement criteria. The variability of the innovative work behavior construct can be explained substantially at 63.4% by the three latent variables. The hypothesis test states that work motivation, organizational culture, and soft skills competence positively and significantly affect innovative work behavior. This study concludes that organizational culture acts as a catalyst for creating soft skills among university lecturers. So higher education management needs to build maximum involvement of all lecturers to continue to improve their soft skills.

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“…Given the evidence of human medical professionals perceiving their distinct roles and identities as a fact, more thought needs to be given on how to prepare medical students to operate across human-animal-environment spheres as practitioners. Lewitt, Cross, Sheward and Beirne [20] in a recent article, express the view that early introduction of IPE coupled with social frameworks that are sensitive to professional identity frameworks are essential for interprofessional learning. According to Armitage-Chan and May [21] the temporal development of professional identity is consonant with the enunciations of Perry's framework [22].…”

Section: Introductionmentioning

confidence: 99%

Applying the Readiness for Interprofessional Learning Scale (RIPLS) to medical, veterinary and dual degree Master of Public Health (MPH) students at a private medical institution

Roopnarine

Boeren

2020

PLoS ONE

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With the emergence of zoonoses such as Ebola, many medical educators, have recommended the need for providing Interprofessional Education (IPE) as a pedagogical tool for familiarizing medical (MD) students with the framework of One Health (OH). This is important as students need to understand, the wider impacts of animal and environmental health factors on human health. IPE initiatives which typically incorporate the principles of OH, can provide MD and veterinary (DVM) students with a greater awareness of the role that animal diseases and climate change have on global health. However, negative attitudes to IPE have been reported as a key limitation to IPE implementation. The purpose of this paper is to examine the differences in readiness for interprofessional learning of medical and other allied human health professional students, including veterinarians and students undertaking dual degrees in combination with a Master of Public Health (MPH). Reflecting on Role Theory (RT) and Social Identity Theory (SIT), the paper aims to contribute to the understanding of differences in perceptions that exist between different types of health professionals. Methods Students at a medical University enrolled in MD, DVM, DVM MPH and MD MPH programs, were invited to complete the standardized Readiness for Interprofessional Learning Scale (RIPLS), which consists of 19 Likert scale items measuring concepts relating to teamwork, professional identity and roles and responsibilities. A total of 364 students across the four programs took part. Descriptive and inferential statistical analyses were performed to assess differences between the programmes. Results Results indicate that MD students score lower on the different RIPLS items compared to DVM, MD MPH and DVM MPH students. DVM and DVM MPH students are generally more

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Multi-sector perspectives on learning for interprofessional practice: lessons for higher education and organisational culture

Cited by 6 publications

References 6 publications

The effectiveness of World Café-based flipped classroom to optimal interprofessional education among interprofessional healthcare workers: A quasi-experimental study

The effectiveness of World Café-based flipped classroom to optimal interprofessional education among interprofessional healthcare workers: A quasi-experimental study

Positive Influence on Innovative Work Behavior in Higher Education, Indonesia

Applying the Readiness for Interprofessional Learning Scale (RIPLS) to medical, veterinary and dual degree Master of Public Health (MPH) students at a private medical institution

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