Multidisciplinary Education in Geriatrics: An Experimental Course at the Middlesex Hospital

Beynon, G. P. J.; Wedgwood, J; Newman, Joseph; Hutt, Avis

doi:10.1093/ageing/7.4.193

Cited by 12 publications

(7 citation statements)

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“…However, although interdisciplinary training can help to improve knowledge of and respect for each other's skills, it is essential that we be realistic about the effort required to implement such programs. Our experience from this pilot program concurs with that of Benyon et al, 22 with regard to the need to provide such training within a structured program, and the extensive faculty time that this requires. Awareness of these difficulties should not diminish the use of team training to improve outcomes and effectiveness for the team and patient, but encourage greater effort and more collaboration between medical and nursing faculties.…”

Section: Discussionsupporting

confidence: 84%

Interdisciplinary Training for Medical and Nursing Students: Learning to Collaborate in the Care of Geriatric Patients

Croen

Hamerman

Goetzel³

1984

J American Geriatrics Society

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A medicine clerkship for students at the Albert Einstein College of Medicine provided the setting for a pilot program in interdisciplinary geriatric training with nursing students from the College of Mount Saint Vincent. The program's objectives were to provide opportunities for interdisciplinary collaboration and to increase appreciation for the role of each discipline in caring for the aged. Additionally, it sought to foster a holistic approach to the aging and a recognition of the psychosocial influences on their lives. Teams of one medical and two nursing students conducted patient work-ups and presented cases to an interdisciplinary group of health care professionals. Analysis of pretest-posttest responses of ten medical and ten nursing students to a Role Assessment Questionnaire (RAQ) found that the program significantly increased medical students' perceptions of the nurse's role in caring for hospitalized elderly patients (P less than 0.05). Despite this gain, however, there continued to be substantial discrepancies between medical and nursing students' perceptions of the extent to which nurses are "essential" in caring for the elderly. In evaluating the program, all participants concurred that working with students in another health profession was a valuable learning experience. While nursing students felt that the program achieved all its goals, responses of medical students were more variable, with volunteers having more positive perceptions of program impact than those who were assigned. The program demonstrated both the need for and the effect of interdisciplinary training, and that teaching and clinical experiences centering around the hospitalized older person can provide a natural setting for such training.

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Section: Discussionsupporting

confidence: 84%

Interdisciplinary Training for Medical and Nursing Students: Learning to Collaborate in the Care of Geriatric Patients

Croen

Hamerman

Goetzel³

1984

J American Geriatrics Society

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“…17 Another 13 studies (52%) mentioned aims, but these were not clearly linked to the evaluation of outcomes, [21][22][23][24][25][26][27][28][29][30][31][32][33] and four studies did not clearly state the aim of their project at all. [34][35][36][37] Nineteen studies (79%) provided at least some description of the outcome variables and measures used. For example, the study by Hayward et al 24 used the Interdisciplinary Education Perception Scale 38 as a pre-post measure of attitudes to ones' own and others' professions.…”

Section: Resultsmentioning

confidence: 99%

Interprofessional pre-qualification clinical education: a systematic review

Davidson¹,

Smith²,

Dodd³

et al. 2008

Aust. Health Review

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A search was made of relevant databases and the reference lists of key textbooks and reviews. Of 420 potentially relevant articles, 25 were included in the review. Medicine, nursing, physiotherapy, occupational therapy and social work were the professions most often included. Aims and activities of interprofessional clinical education (IPCE) programs were varied, and there was inconsistency in outcome evaluation approach and tools.The models of IPCE described in the literature are diverse. The major barriers to IPCE were logistical, and the careful planning and negotiation required to overcome these barriers was time consuming. Detailed planning, stakeholder enthusiasm and commitment appear to be essential to the success of IPCE. The literature provides guiding principles for establishing a program; however, there is limited evidence to support a particular approach. Aust Health Rev 2008: 32(1): 111-120EFFECTIVE TEAMWORK is considered an essential component of safe and effective health care, 1 however, there are many barriers. These barriers include interprofessional rivalry, negative stereotyping and ignorance of the role and contribution of other professions.2 Interprofessional clinical education (IPCE) is promoted as a means of addressing these barriers. IPCE occurs when individuals of two or more health care professions come together within a clinical or fieldwork environment to learn "with, from and about each other in order to improve collaboration and the quality of practice". The aim of IPCE is to improve patient health outcomes through the collaboration of health care professionals. 4,5 It is widely assumed that effective interprofessional health care delivery can What is known about the topic? Interprofessional rivalry, negative stereotyping and ignorance of the role and contribution of other professions are barriers to effective teamwork in health care. Interprofessional education (IPE) occurs when individuals of two or more professional groups learn together collaboratively. The aim of IPE is to improve interprofessional collaboration and thereby improve patient health outcomes. What does this paper add?This review has located papers reporting on IPE in a clinical or fieldwork setting and identifies the barriers to and enablers for successfully implementing such a program. The review reveals great diversity in the models that have been trialled. What are the implications for practitioners? Successful interprofessional clinical education (IPCE) models require considerable planning and commitment from stakeholders and are time consuming to organise. Effective IPCE can produce positive experiences for students and faculty; however, less is published about patient and organisational outcomes.

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“…Interdisciplinary learning experiences reported in the literature have included medicine, nursing, occupational therapy, physiotherapy, and social work students, but rarely all disciplines together. Several learning experiences have also included students from pharmacy, dentistry, dental hygiene, psychology, dietetics or nutrition, gerontology, counselling, public health, respiratory care, exercise therapy, or education programmes but again never all together (Beynon et al 1978, Chartier et al 1984, Fleming-Troupe 1984, Clark 1985, Clark et al 1986, Feather et al 1988, Gardner &Johnson 1988, Ivey et a!. 1988).…”

Section: Working Approachmentioning

confidence: 99%

St Joseph's Community Health Centre model of community-based interdisciplinary health care team education

Horst

Turpie

Wendy

et al. 2007

Health &Amp; Social Care in the Community

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As our reliance on interdisciplinary health care teams for meeting the multidimensional needs of the community becomes greater, new interdisciplinary education programmes and learning experiences are needed to educate students and health care professionals to become better team players. The St Joseph's Community Health Centre (SJCHC) model of community-based interdisciplinary health care team education was developed with support from McMaster University and the Educational Centre for Aging and Health's Clinical Teaching Unit Without Walls. The SJCHC model is structured as one 3-h session each week for eight consecutive weeks and is an elective learning experience for students. Six to eight senior health, social science and other healthrelated students work with two group facilitators as a team on discussion theme topics: team dynamics; role issues and professional values; collaboration and conflict; communication, leadership and power; client-centred goal-oriented care; and consumerism issues. The success and impact of the SJCHC model has been measured by several primary and secondary outcomes outlined in the Charting the Outcomes of Educational and Clinical Approaches (COECA) model.

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Multidisciplinary Education in Geriatrics: An Experimental Course at the Middlesex Hospital

Abstract: For two years mixed groups of medical, nursing and physiotherapy students have taken part in an experimental course in geriatric medicine. The course organization and content are described and the students' evaluation of the course is discussed.

Cited by 12 publications

References 0 publications

Interdisciplinary Training for Medical and Nursing Students: Learning to Collaborate in the Care of Geriatric Patients

Interdisciplinary Training for Medical and Nursing Students: Learning to Collaborate in the Care of Geriatric Patients

Interprofessional pre-qualification clinical education: a systematic review

St Joseph's Community Health Centre model of community-based interdisciplinary health care team education

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