Student-led interprofessional education revolution: Developing the “Diamond Approach”

Chung, Chadwick; Loreto, Luciano Di; Manga, Jasmin; Wong, Jessica J.

doi:10.3109/13561820902946081

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…In fact, the use of peer facilitation in IPL is under researched. Where there is research looking at student involvement in promoting IPL, it is through curriculum design, involvement in working groups, steering committees and in student exchanges (Chung, Di Loreto, Manga, & Wong, 2009;Hoffman, Rosenfield, Gilbert, & Oandasan, 2008). Although peer facilitation has been used in face-to-face small group teaching with medical students and post registration or graduate nursing students in a study in a medical school in the UK, findings are limited to showing an improvement in interprofessional understanding and working (Gill et al 2006).…”

Section: Interprofessional Education and Professional Identitymentioning

confidence: 97%

“Understanding where you're coming from”: Discovering an [inter]professional identity through becoming a peer facilitator

Clouder

Davies

Sams

et al. 2012

Journal of Interprofessional Care

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Peer facilitation offers an innovative and effective means of promoting interprofessional learning (IPL) between health and social care students. This paper highlights the benefits that peer facilitators themselves experience from involvement in assisting junior colleagues to engage with IPL in an online context. The setting for the inquiry is an online interprofessional learning pathway shared by two higher education institutions in the UK. Insights have been developed over a 3-year period through collaborative inquiry with 41 peer facilitators, academic tutors and the students who benefitted from their input. This paper which focuses on peer facilitators' application data, interview data and written reflections explores the instrumental, cognitive and personal gains experienced. However, more fundamentally, theorizing findings in relation to identity theory we substantiate the claim that the role provides opportunity for testing and refining important aspects of both professional and interprofessional identities.

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Section: Interprofessional Education and Professional Identitymentioning

confidence: 97%

“Understanding where you're coming from”: Discovering an [inter]professional identity through becoming a peer facilitator

Clouder

Davies

Sams

et al. 2012

Journal of Interprofessional Care

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“…Regarding chiropractic, the student-led IPE Council at the Canadian Memorial Chiropractic College has used the "Diamond Approach" to incorporate learning theories into voluntary IPE initiatives in partnership with medical students at the University of Toronto [14]. The "Diamond Approach" receives its name by virtue of design.…”

Section: Ipe Initiatives At Ontario Schools Of Pharmacy and Chiropracticmentioning

confidence: 99%

Interprofessional education through shadowing experiences in multi-disciplinary clinical settings

et al. 2010

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The World Health Organization has recently added Interprofessional Education (IPE) to its global health agenda recognizing it as a necessary component of all health professionals' education. We suggest mandatory interprofessional shadowing experiences as a mechanism to be used by chiropractic institutions to address this agenda. IPE initiatives of other professions (pharmacy and medicine) are described along with chiropractic. This relative comparison of professions local to our jurisdiction in Ontario, Canada is made so that the chiropractic profession may take note that they are behind other health care providers in implementing IPE.Interprofessional shadowing experiences would likely take place in a multi-disciplinary clinical setting. We offer an example of how two separate professions within a Family Health Team (FHT) can work together in such a setting to enhance both student learning and patient care. For adult learners, using interprofessional shadowing experiences with learner-derived and active objectives across diverse health professional groups may help to improve the educational experience. Mandatory interprofessional shadowing experiences for chiropractors during their training can enhance future collaborative practice and provide success in reaching a goal common to each profession - improved patient care.

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Models of interprofessional education for healthcare students: a scoping review

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2020

Journal of Interprofessional Care

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Student-led interprofessional education revolution: Developing the “Diamond Approach”

Cited by 3 publications

References 4 publications

“Understanding where you're coming from”: Discovering an [inter]professional identity through becoming a peer facilitator

“Understanding where you're coming from”: Discovering an [inter]professional identity through becoming a peer facilitator

Interprofessional education through shadowing experiences in multi-disciplinary clinical settings

Models of interprofessional education for healthcare students: a scoping review

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