Towards an evolution of interprofessional practice: Lessons learned from two jazz piano trios

Abstract

Interprofessional practice has been of great interest to both health systems and educational institutions, but has been slow to develop in actual practice. Important efforts to speed adoption have mostly focused on changes in structure or educational interventions. It turns out that the field of jazz music was grappling with similar issues in the early 1960s. In this essay, we draw lessons from the experiences of jazz musicians during a time of transition. We conclude that significant cultural transformation, focused on two paradoxes, and the barriers and contexts that flow from them, will be necessary to achieve ideal interprofessional healthcare practice.

Health Humanities curriculum and evaluation in health professions education: a scoping review

“…Only three studies [ 24 , 41 , 42 ] evaluated health humanities educational interventions in relation to their impact on changing participant behaviour (Level 3). The study by Haidet [ 43 ], aimed at the highest level of evaluation and was able to demonstrate that compared to students in the control group, students in the health humanities course demonstrated statistically significant and educationally meaningful gains in adaptability and listening behaviours [ 13 ].…”

Health Humanities Curriculum and Evaluation in Health Professions Education: A Scoping Review

“…These studies evaluated the capacity of the health humanities curricula to enhance a student's knowledge, or skills, or both -linking the intervention with the intended learning outcome. Only three studies (25,42,43) evaluated health humanities educational interventions in relation to their impact on changing participant behaviour (Level 3). The study by Haidet (44), aimed at the highest level of evaluation and was able to demonstrate that compared to students in the control group, students in the health humanities course demonstrated statistically signi cant and educationally meaningful gains in adaptability and listening behaviours (13).…”

“…Three studies included pre-/post-test evaluation (26,34,36). Assessment of learning is often used to evaluate health humanities curricula: re ective writing and narrative essays were used to assess the value of health humanities curricula in seven studies (21,30,36,(40)(41)(42)(43). These were not used to assess higher levels of learning (such as creating new understandings) but aimed at developing and practising the skills of re ection so they could be applied to future health care practice.…”

“…Related to this was the fourth nding that most of the evaluations focused on process and content, with only three of the studies evaluating changes in behaviour (25,42,43). Interestingly, only four papers focused on developing skills in critical evaluation (21,26,34,41).…”