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Niranjane PP, Mishra VP, Daigavane P, Lakhe P. Perceptions of academic deans regarding interprofessional education and its implementation in dental colleges in India: results of a national survey. J Interprof Care 2023; 37:932-937. [PMID: 36803223 DOI: 10.1080/13561820.2023.2174091] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2022] [Revised: 12/21/2022] [Accepted: 01/07/2023] [Indexed: 02/22/2023]
Abstract
This national survey was conducted to assess perceptions and status of implementation of interprofessional education in dental colleges in India. An online link to the questionnaire survey was sent to Deans and Academic Deans of those dental colleges having more than one health profession institute on the same campus. The response rate was 47%. Dental colleges' primary collaborative partner was a medical faculty (46%), with the majority of IPE experiences occurring in post-graduation (58%). Lectures (54%), case-based discussions (64%) were reported to be predominant teaching-learning methods, while written exams (40%), small group participation, and group projects (30%) were predominant assessment methods of IPE experiences. Seventy-six percent responded that there are no faculty development initiatives for IPE while 20% responded that IPE is at planning/developmental stage and 38% responded that IPE is not considered presently. Faculty resistance (32%), academic calendars, and schedule (34%) were pointed out to be the most common barriers to implementing IPE. The findings revealed that although the concept and importance of IPE were well perceived by Academic Deans throughout dental colleges in India, and although dental colleges' co-existed with other faculties on same campus, IPE was not systematically implemented with minimal formal interprofessional education involving dental students.
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Affiliation(s)
- Priyanka P Niranjane
- Department of Orthodontics & Dentofacial Orthopedics, Sharad Pawar Dental College & Hospital,Datta Meghe Institute of Higher Education and Research (Deemed to be University),Sawangi (M) Wardha Maharashtra India
| | - Ved Prakash Mishra
- Datta Meghe Institute of Higher Education and Research, (Deemed to be University), Wardha, Maharashtra, India
| | - Pallavi Daigavane
- Department of Orthodontics & Dentofacial Orthopedics, Sharad Pawar Dental College & Hospital, Datta Meghe Institute of Higher Education and Research, Wardha, Maharashtra, India
| | - Pratiksha Lakhe
- Department of Orthodontics & Dentofacial Orthopedics, Sharad Pawar Dental College & Hospital, Datta Meghe Institute of Higher Education and Research,Sawangi (M) Wardha Maharashtra India
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Alanazi AT. Interprofessional Education in Health Informatics (IPEHI) for Health Sciences Programs. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1177-1182. [PMID: 37877131 PMCID: PMC10591686 DOI: 10.2147/amep.s422725] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Accepted: 10/15/2023] [Indexed: 10/26/2023]
Abstract
Background Given the significant changes the healthcare system has undergone recently; information technology has become an indispensable tool. To properly train future healthcare providers, it is vital to introduce information technology courses in Health Sciences programs. The provision of healthcare services now requires teamwork, which has led to the need for interprofessional education in health sciences schools. Therefore, this study explores the necessity of introducing Interprofessional Education in Health Informatics (IPEHI) in health sciences programs. Additionally, the structure and content of the course were assessed. Methods A mixed-method approach was employed in this study to explore the need for health informatics interprofessional education among individuals with a health-related science background and who possessed health informatics expertise through work experience or formal post-graduation education. Following a cross-sectional survey-based study, expert subjects from academia and the workplace were convened for Delphi meetings to create an IPEHI course founded on the CAHIIM competency framework. Results 128 questionnaires were collected from three cities in Saudi Arabia. Of all the respondents, 80% agreed that the present health sciences education should be expanded. Additionally, 74% of them agreed that the proposed IPE-HI (Interprofessional Education in Health Informatics) would enhance their knowledge and positively impact the healthcare system. During the second phase, eight experts were invited to identify seven domains, which include health information science and technology, social, behavioral and information science and technology applied to health, information science and technology, leadership, social and behavioral aspects of health, professionalism, and interprofessional collaborative practice. The results emphasize the need for introducing an IPE-HI, as previous studies have also shown that educating health professionals in health information technology is crucial. Conclusion IPEHI plays a crucial role in producing competent health science graduates. Consequently, experts have developed and validated a proposed IPE-HI course.
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Affiliation(s)
- Abdullah T Alanazi
- Department of Health Informatics, King Saud bin Abdul-Aziz University for Health Science (KSAU-HS), Riyadh, Saudi Arabia
- Bioinformatics, King Abdullah International Medical Research Centre (KAIMRC), Riyadh, Saudi Arabia
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Newman D, Hofstee F, Bowen K, Massey D, Penman O, Aggar C. A qualitative study exploring clinicians’ attitudes toward responding to and escalating care of deteriorating patients. J Interprof Care 2022; 37:541-548. [DOI: 10.1080/13561820.2022.2104231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
- Deb Newman
- Northern New South Wales Local Health District, Australia
| | - Fran Hofstee
- Northern New South Wales Local Health District, Australia
| | - Karen Bowen
- Northern New South Wales Local Health District, Australia
| | - Deb Massey
- School of Health & Human Sciences Southern Cross Drive, Southern Cross University, Lismore, Australia
| | - Olivia Penman
- School of Health & Human Sciences Southern Cross Drive, Southern Cross University, Lismore, Australia
| | - Christina Aggar
- Northern New South Wales Local Health District, Australia
- School of Health & Human Sciences Southern Cross Drive, Southern Cross University, Lismore, Australia
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Flato UAP, Nemer P, Donega CR, Vieira AAC, Rubira C, Serva FM, Buchaim RL, Serva RLO. Awareness of interprofessional learning as a tool to improve a Brazilian university curriculum. J Interprof Care 2021; 36:670-675. [PMID: 34396885 DOI: 10.1080/13561820.2021.1965559] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Interprofessional education is a key driver for patient-centered care. Interprofessionality in healthcare encourages team engagement and commitment, resulting in better outcomes and adherence to treatment. The present study aimed to use the adapted Readiness for Interprofessional Learning Scale (RIPLS) to analyze and correlate receptiveness to interprofessional education among Brazilian undergraduate students, to improve educational strategies. This research conducted a cross-sectional observational study of the perceptions and attitudes of healthcare students using an electronic questionnaire based on the RIPLS. The sample consisted of 938 students from seven healthcare courses of study at a public university. Students in psychology scored lowest overall. Men scored slightly higher (M = 103.9) than women (M = 101.9; p = .002). No significant differences were found in age, year of study, and previous higher education experience. The differences observed between students in the various courses reflects a process of curriculum improvement and promotion of change in institutional teaching and learning. The current study from Brazil presents the receptiveness of students from seven healthcare-related higher education courses to interprofessional education, providing a panel of data that can inform discussions of the possible causes of discrepancy between different courses of study.
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Affiliation(s)
- Uri Adrian Prync Flato
- Department of Medicine, University of Marília, Marília, Brazil.,Department of Medicine, University of São Caetano do Sul, São Caetano do Sul, Brazil
| | - Paula Nemer
- Department of Medicine, University of São Caetano do Sul, São Caetano do Sul, Brazil
| | - Carla Rafaela Donega
- Department of Medicine, University of São Caetano do Sul, São Caetano do Sul, Brazil
| | | | - Claudio Rubira
- Department of Medicine, University of Marília, Marília, Brazil
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Shigli K, Nayak SS, Sharma S, Nayak V, Nayak PP, Kulkarni P, Manivasakan S. Interprofessional education - a case for Gerodontology training. GERONTOLOGY & GERIATRICS EDUCATION 2021; 42:151-165. [PMID: 33161893 DOI: 10.1080/02701960.2020.1843453] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Increasing life expectancy, concepts of patient well-being, and the multiplicity of needs of the geriatric population, demand contribution, and collaboration of physicians, dentists, psychologists, pharmacists, and other allied health disciplines, to provide quality care to patients. Interprofessional education (IPE) is an approach to education that improves collaboration among health professionals and it can aid in better management of geriatric patients. Communication and cooperation affect health care performance and hence, influence patient outcomes. Currently, each of the disciplines mentioned has customized undergraduate and/or postgraduate training in geriatric care. Though a uni-disciplinary educational approach increases knowledge and skills of individual professions separately, IPE offers significant advantages. IPE seeks to have students learning together, as well as from each other to develop exemplary collaborative practice. The World Health Organization (WHO) has proposed that IPE will ensure optimum health care. However, IPE is yet to find its proper place in dental education. It would help dental students to develop a positive attitude toward geriatric patients and increase their empathy and efficiency in the management of these patients. This manuscript seeks to highlight the concept of interprofessional education (IPE) in gerodontology and develop recommendations for implementation of IPE in India.
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Affiliation(s)
- Kamal Shigli
- Department of Prosthodontics, D.Y. Patil Dental School, Pune, India
| | - Sushma S Nayak
- Former Reader, Public Health Dentistry, Index Dental College, Indore, India
| | - Shimpa Sharma
- Department of General Medicine, DY Patil Medical College, DY Patil Education Society, Kolhapur, India
| | - Veena Nayak
- Department of Pharmacology, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, India
| | - Prajna Pramod Nayak
- Department of Public Health Dentistry, Manipal College of Dental Sciences, Manipal Academy of Higher Education, Manipal, India
| | - Pradeep Kulkarni
- Senior Consultant, Palliative Care, Meherbai Tata Memorial Hospital, Jamshedpur, India
| | - Shivasakthy Manivasakan
- Department of Prosthodontics, Indira Gandhi Institute of Dental Sciences, Sri Balaji Vidyapeeth, Puducherry, India
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Lamparyk K, Williams AM, Robiner WN, Bruschwein HM, Ward WL. Interprofessional Education: Current State in Psychology Training. J Clin Psychol Med Settings 2021; 29:20-30. [PMID: 33689102 DOI: 10.1007/s10880-021-09765-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/25/2021] [Indexed: 10/21/2022]
Abstract
Healthcare reform has led to the consideration of interprofessional team-based, collaborative care as a way to provide comprehensive, high-quality care to patients and families. Interprofessional education is the mechanism by which the next generation health professional workforce is preparing for the future of health care-team-based, collaborative care. This literature review explored the extent and content of published studies documenting Interprofessional Education (IPE) activities with psychology trainees across learner level. A systematic review following PRISMA guidelines was conducted of studies describing IPE involving psychology learners. Electronic databases (MEDLINE, CINAHL, PsychINFO, and EMBASE) were searched for the following terms: inter/multi-professional education/practice, inter/multidisciplinary education/practice, and psychology/psychologists. Thirty-seven articles were identified that included psychology in clinical outcome studies or other reviews of interprofessional education initiatives. The review addresses the nature of current IPE learning activities, the impact of IPE activities on participating trainees, opportunities for, and challenges of, involving psychology trainees in IPE, and future directions for research. This review illuminates the relative paucity of the literature about IPE in psychology training. Given the trend toward increasing team-based collaborative care, the limited inclusion of psychology in the IPE literature is concerning. The next generation of health professional trainees is learning about, from, and with each other with the objective of building collaboration and teamwork. Given the few articles documenting psychology trainees' involvement in IPE, future health professionals quite possibly will have limited understanding of, and contact with, psychologists. Our findings are a call to action for greater psychology involvement in IPE.
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Affiliation(s)
- Katherine Lamparyk
- Cleveland Clinic Children's Hospital, 9500 Euclid Avenue/R3, Cleveland, OH, 44195, USA.
| | | | | | | | - Wendy L Ward
- College of Medicine, University of Arkansas for Medical Sciences, Little Rock, USA
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Mohammed CA, Narsipur S, Vasthare R, Singla N, Yan Ran AL, Suryanarayana JP. Attitude towards shared learning activities and Interprofessional education among dental students in South India. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:159-167. [PMID: 32780550 DOI: 10.1111/eje.12586] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2019] [Revised: 07/31/2020] [Accepted: 08/04/2020] [Indexed: 05/27/2023]
Abstract
BACKGROUND Interprofessional Education (IPE) and Interprofessional Collaboration (IPC) are being introduced in healthcare institutions gradually to enable comprehensive learning and its application to enhance community health outcomes. OBJECTIVES To assess the attitude of dental students towards Interprofessional Education (IPE) and Interprofessional Collaboration (IPC) To assess whether Readiness for Interprofessional Learning Scale (RIPLS) is a suitable instrument to measure the attitude of under graduate dental students towards IPE. To assess how the study year and gender affect the attitude of under graduate dental students towards IPE. METHODS AND MATERIALS The research design was a cross-sectional survey. The dental students of first to fifth year based on availability of students and the existing academic calendar were participated in the study. A total number of 417 validated RIPLS questionnaire were distributed to dental students studying in two dental institutions at Manipal in South India in the year 2017 with the collected response rate of 81.53%. Principal component analysis of the responses was applied to the data along with Varimax rotation and Cronbach alpha to confirm the internal consistency of the questionnaire. Independent sample t test and ANOVA were used to assess the differences between the groups. RESULTS Seventy five percent of the respondents were females, and the mean age was 21.26 years (SD = 1.34). The mean scores in RIPLS and all its subscales were high. The mean scores were also higher as the year of study increased and with female students. Senior and female dental students had more encouraging attitudes towards shared learning. CONCLUSIONS The RIPLS can be utilised to determine the different subscales of learning namely learning behaviour, attitudes, teamwork and collaboration, professional identity perspectives, and roles and responsibilities towards interprofessional education of dental students. The dental students with an Indian outlook, perspective and training had a favourable attitude towards interprofessional learning.
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Affiliation(s)
- Ciraj A Mohammed
- Department of Microbiology, MMMC, Manipal Campus, MFIILIPE, Manipal Academy of Higher Education, Manipal, India
| | - Sowmya Narsipur
- MFIILIPE, Manipal Academy of Higher Education, Manipal, India
| | - Ramprasad Vasthare
- Department of Public Health Dentistry, Manipal College of Dental Sciences, Manipal Academy of Higher Education, Manipal, India
| | - Nishu Singla
- Department of Public Health Dentistry, Manipal College of Dental Sciences, Manipal Academy of Higher Education, Manipal, India
| | - Arron Lim Yan Ran
- Manipal College of Dental Sciences, Manipal Academy of Higher Education, Manipal, India
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