Preparing students for interprofessional teamwork in health care

227

176

Structural changes need to be made within universities such that interprofessional education for patient-centred collaborative practice becomes a responsibility that crosses faculty jurisdictions and is accepted as the responsibility of all associated health and human service programs. In communities, the patient or client is the centre of professional attention requiring care that goes beyond the skill and scope of any one profession. Notions about collaboration inform and drive interprofessional education and should lead to sustainable system changes within centres of advanced education that ensure a permanent place for interprofessional education in all health and human service programs. This chapter explores the many barriers to achieving this goal, and offers insights into their removal from one university's experience.

Section: Resultsmentioning

confidence: 98%

Interprofessional learning and higher education structural barriers

Gilbert

2005

227

176

“…· begin to address negative professional perceptions (Parsell et al, 1998); · deepen students' insights into the work of other professionals (Freeth & Chaput de Saintonage, 2000;Gilbert et al, 2000); · enhance interprofessional communication (Edwards & Smith, 1998;Lough et al, 1996); · prepare students for interprofessional work (Harris et al, 1998;Turner et al, 2000).…”

Section: Introductionmentioning

confidence: 98%

The London training ward: an innovative interprofessional learning initiative

Reeves

Freeth

2002

142

This paper reports the findings from an evaluation of a pilot interprofessional training ward project for pre-qualification medical, nursing, occupational therapy and physiotherapy students. This initiative required sustained collaboration from staff based in two National Health Service (NHS) trusts and four schools in three universities. The ward was based on a model of interprofessional education developed in Sweden, but adapted in the light of this experience and also to meet the needs and aspirations of the training ward stakeholders in London. The training ward was evaluated using a multi-method design. Data were collected from all participants involved in this pilot: students, facilitators and patients. The findings from the evaluation are presented and discussed. This paper pays particular attention to the collaborative experiences of the students, staff and institutions involved in this initiative. In addition, 1-year follow-up data collected from the students who had, by then, qualified as clinical practitioners are reported. The paper presents conclusions from the evaluation, and comments on the training ward's strengths, limitations and future development.

“…Of the nearly 500 articles that Medline identified as bearing on ''team building'', the overwhelming majority were either practice-based case reports or opinion pieces. That team building is a skill that is useful is not really in question, and the successful workshops in this area that have been developed, for example at the University of British Columbia (Gilbert et al, 2000) are worth serious consideration. Recent work from the airline industry (Reason, 1997) suggests that team building is most effective when it is carried out context, and if this also applied in health care, we may see some changes in the approach.…”

Section: Potential Modelsmentioning

confidence: 97%

Models of interprofessional learning in Canada

Cook

2005

This article provides an overview of interprofessional education in Canada, with a view to defining programs at all levels in terms of what models have been employed. The available information implies that the lack of convincing evidence of the effectiveness of existing programs is probably the most serious problem for the expansion of interprofessional education. The objectives of the programs are both to increase the knowledge about the other professions and their scope of practice, and to improve team function, and there are a number of well-established interprofessional programs in Canada that are designed to achieve these objectives, and many other examples of programs that are partial or planned. Despite this, the present interprofessional education initiatives tend to involve only a small proportion of the total health work trainees. There is a need for programs that are more widespread. The most frequent model involves a mandatory experience, which is case-based, involves all the students registered in Health Faculties, and where the students form interprofessional student teams. In addition to examining believable cases, the students also learn some specific information about interacting with the other professions and gain knowledge about the roles, knowledge and contributions that can be made by professions other than their own.