This is the closest I have come to being compared to a doctor: Views of medical students on clinical clerkship in an Interprofessional Training Unit

Jakobsen, Flemming; Larsen, Kristian; Hansen, Torben Bæk

doi:10.3109/0142159x.2010.496009

Cited by 32 publications

(40 citation statements)

References 9 publications

(16 reference statements)

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“…the number of relationships should be limited and a visible focus on both uni-and interprofessional competencies is recommended. Previous studies also found that IPE helped students gain knowledge of other health professions, thereby facilitating the development of own professional identity, but it need not be restricted to four professions (Dubouloz, Savard, Burnett, & Guitard, 2010;Guitard, Dubouloz, Savard, Metthé, & Brasset-Latulippe, 2010;Jacobsen, Fink, Marcussen, Larsen, & Hansen, 2009;Jacobsen, Larsen, & Hansen, 2010).…”

Section: Discussionmentioning

confidence: 91%

Organizational evaluation of an interprofessional study unit – Results from a Danish case study

Jensen

Nørgaard

Draborg

et al. 2012

Journal of Interprofessional Care

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This article presents results from an organizational evaluation of an interprofessional clinical study unit (ICS) in Denmark. The aim of this study was to test whether the ICS was based on a durable organizational concept and to identify the prerequisites for the unit to be successful. The evaluation framework was "theory-based evaluation". A program theory was developed based on the concepts and expectations of the steering committee which initiated and designed the ICS. The program theory was tested for conflicts of interest among the stakeholders related to the ICS regarding prerequisites for the study unit to function organizationally. Further analysis examined whether these conditions had been present during the project period and whether all elements had been correctly implemented. The results suggested that although the ICS had taken into account stakeholders' requests, it was not possible to fully implement all the necessary conditions identified as essential for the unit to function successfully. The results generate a set of recommendations for future ICS units to function successfully.

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Section: Discussionmentioning

confidence: 91%

Organizational evaluation of an interprofessional study unit – Results from a Danish case study

Jensen

Nørgaard

Draborg

et al. 2012

Journal of Interprofessional Care

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“…This approach resulted in a significantly shorter length of stay in hospital in the ITU for UKA, TKA and THA patients, compared to length of stay in hospital for UKA, TKA and THA patients outside the ITU in the remaining orthopaedic ward , One important reason for this result may in theory be the daily interprofessional meeting where students from the involved professions all explicated their plans for the day for each patient and discussed potential barriers to discharge and how to solve these possible problems (Jakobsen, Larsen, & Hansen, 2010).…”

Section: Introductionmentioning

confidence: 88%

Interprofessional collaboration may pay off: introducing a collaborative approach in an orthopaedic ward

Pape

Thiessen

Jakobsen

et al. 2013

Journal of Interprofessional Care

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Fast-track hip and knee surgery focuses on optimising pain management, achieving early mobilisation and shortening the length of stay in hospital. These factors make interprofessional collaboration imperative. With the aim of further diminishing the length of stay for patients admitted to an orthopaedic ward for hip or knee replacement and with inspiration from an interprofessional training unit, a daily interprofessional meeting was introduced. At this interprofessional meeting, surgeons, nurses, occupational therapists and physiotherapists used a checklist in discussing barriers and focus areas for discharging hip and knee replacement patients and made joint decisions about which healthcare profession should handle a given task. This interprofessional collaboration was tested in a case control study comparing hospital length of stay in 75 patients treated before introduction of the daily interprofessional meeting with 88 patients treated after the introduction. The result was a significant reduction in the length of stay in hospital in total hip replacement patients (from a mean of 4.1 days (SD 2.1) to 2.7 days (SD 1.4), p < 0.05) but not in knee replacement patients (from a mean of 3.7 days (SD 1.9) to 3.1 days (SD 1.6), p = 0.33). So improving interprofessional collaboration by introducing an interprofessional daily meeting may reduce the length of stay in hospital for total hip replacement patients, but further studies are needed to explore the effect in knee replacement patients.

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“…Increasingly, evidence supports the necessity of a practical experience to stimulate the process of learning. [1][2][3][5][6][7] By participating in such activities, students are challenged to interpret what happened and to construct meaning through their personal experiences. Many different aspects influence this process, for instance prior knowledge, written information, external views and contextual factors.…”

Section: Discussionmentioning

confidence: 99%

Using fourth-year medical students' reflections to propose strategies for primary care physicians, who host students in their practices, to optimise learning opportunities

Rooyen

2012

South African Family Practice

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Setting and subjects: Fourth-year medical students at the University of Pretoria are required to work with a primary healthcare practitioner for two weeks. After the preceptorship, reflective photo-story reports on the students' experiences and personal and academic growth are submitted.Objectives: To identify whether the objectives of the preceptorship were met and to describe the experiences of students, the reflective reports were qualitatively analysed. A second purpose of the analysis was to propose strategies that could be implemented by the primary healthcare practitioners to optimise the learning experience of students in their practices.Design: A qualitative approach to analyse the narratives of the photo-story reports was used. Main and subthemes were identified from the topics that were thought about. Quotes from the narratives were selected to support the themes. Each of the quotes was then scrutinised to ascertain if evidence of learning had taken place. Results:The main themes were identified as: the impact that the visit had had on the student, the emotions that they had experienced, working with the physician, interacting with patients and the clinical care of patients. Learning was achieved under conditions that made the students feel comfortable, confident, happy and inspired; required their active participation; challenged them; inspired them to see the advantage of learning; and when feedback was given to them. Conclusion:Strategies for use by practitioners to optimise the learning experience of students in their practices were proposed. These included active student participation, reflection, the creation of a positive environment, student participation in challenging experiences, active learning and quality time spent with patients.Peer reviewed.

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This is the closest I have come to being compared to a doctor: Views of medical students on clinical clerkship in an Interprofessional Training Unit

Cited by 32 publications

References 9 publications

Organizational evaluation of an interprofessional study unit – Results from a Danish case study

Organizational evaluation of an interprofessional study unit – Results from a Danish case study

Interprofessional collaboration may pay off: introducing a collaborative approach in an orthopaedic ward

Using fourth-year medical students' reflections to propose strategies for primary care physicians, who host students in their practices, to optimise learning opportunities

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