Student evaluation of an interactive, multidisciplinary clinical learning model

Barrington, Dianne; Rodger, Martin; Gray, Lorraine de; Jones, Bronwyn; Langridge, Miriam E.; Marriott, Rhonda

doi:10.1080/01421599880238

Cited by 15 publications

(9 citation statements)

References 14 publications

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“…The favourability of integrated, interprofessional learning is well supported in literature [30,[33][34][35][36]. This research also highlights that there are inconsistencies in the awareness of different professional groups of prevailing guidelines and protocols.…”

Section: What Educators Can Learn From This Studysupporting

confidence: 65%

Medication safety: using incident data analysis and clinical focus groups to inform educational needs

Hesselgreaves¹,

Watson²,

Crawford

et al. 2011

Evaluation Clinical Practice

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While it is necessary to review reported incident data and disseminate the educational messages for the improvement of quality, this traditional risk management process is inadequate on its own. Reporting systems can be enhanced by collective examination of reported information about medicines by local clinical teams. We identified a strong message from the focus groups for learning about each other and from each other, and that the method piloted may be an important inter-professional mechanism for improvement.

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Section: What Educators Can Learn From This Studysupporting

confidence: 65%

Medication safety: using incident data analysis and clinical focus groups to inform educational needs

Hesselgreaves¹,

Watson²,

Crawford

et al. 2011

Evaluation Clinical Practice

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“…This showed that early learning experiences were favoured because it was found that it benefited later participation in interdisciplinary activities. Barrington et al. (1998) noted that by the final year, attitudes towards other health professionals were entrenched and these acted as barriers to successful teamwork.…”

Section: Resultsmentioning

confidence: 99%

Developing an evidence base for interdisciplinary learning: a systematic review

Cooper

Carlisle

Gibbs

et al. 2001

Journal of Advanced Nursing

253

179

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“…Barrington et al (1998) found that interprofessional course work offered early in training prepared students to profit from later interdisciplinary activities. Cooper et al (2001), in their systematic review of interdisciplinary education, found that students described their interdisciplinary training as ''highly relevant and desirable''.…”

Section: Curriculum Structures Promoting Interprofessional Cultural Cmentioning

confidence: 98%

Reducing barriers to interprofessional training: Promoting interprofessional cultural competence

Pecukonis

Doyle

Bliss

2008

Journal of Interprofessional Care

220

180

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The need to train health professionals who can work across disciplines is essential for effective, competent, and culturally sensitive health care delivery. By its very nature, the provision of health service requires communication and coordination between practitioners. However, preparation for interdisciplinary practice within the health care setting is rare. The authors argue that the primary reason students are not trained across disciplines is related to the diverse cultural structures that guide and moderate health education environments. It is further argued that this profession specific "cultural frame" must be addressed if there is any hope of having interprofessional education accepted as a valued and fully integrated dimension of our curriculum. Each health discipline possess its own professional culture that shapes the educational experience; determines curriculum content, core values, customs, dress, salience of symbols, the meaning, attribution, and etiology of symptoms; as well as defines what constitutes health, wellness and treatment success. Most importantly, professional culture defines the means for distributing power; determines how training should proceed within the clinical setting; and the level and nature of inter-profession communication, resolution of conflicts and management of relationships between team members and constituents. It might be said that one factor limiting interdisciplinary training is profession-centrism. If we are to achieve effective and fully integrated interdisciplinary education, we must decrease profession-centrism by crafting curriculum that promotes interprofessional cultural competence. The article explores how to promote interprofessional cultural competence within the health education setting.

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Student evaluation of an interactive, multidisciplinary clinical learning model

Cited by 15 publications

References 14 publications

Medication safety: using incident data analysis and clinical focus groups to inform educational needs

Medication safety: using incident data analysis and clinical focus groups to inform educational needs

Developing an evidence base for interdisciplinary learning: a systematic review

Reducing barriers to interprofessional training: Promoting interprofessional cultural competence

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