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Mudadi L, Mutandiro L, Bwanga O, Nyawani P, Matika W, Chinene B. Attitudes and barriers to interprofessional collaboration among radiographers: A multi-country perspective. J Med Imaging Radiat Sci 2024; 55:101360. [PMID: 38212180 DOI: 10.1016/j.jmir.2023.12.010] [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: 10/26/2023] [Revised: 12/15/2023] [Accepted: 12/21/2023] [Indexed: 01/13/2024]
Abstract
INTRODUCTION To promote effective interprofessional collaboration (IPC), it is crucial to understand the attitudes of healthcare workers towards IPC and identify any barriers they may face. This is particularly important in the radiography profession where IPC is vital for providing holistic care and ensuring radiation protection and safety. However, there is limited research available on the attitudes and barriers to IPC specifically among radiographers. Therefore, this study aimed to assess the attitudes and barriers to IPC among radiographers from multiple countries. METHODS A quantitative descriptive cross-sectional online survey was conducted using the adapted attitudes toward healthcare teams scale (ATHCT) and barriers scale towards IPC. Data analysis was performed using descriptive statistics, Wilcoxon rank-sum, Kruskal-Wallis tests, and exploratory factor analysis. RESULTS A total of 233 radiographers across the globe participated in this survey. The study found that the overall mean score on the ATHCT scale was 54.68 (SD = 5.75). Although not statistically significant, radiographers with over 15 years of experience tended to strongly agree with all the statements, indicating a more positive attitude towards IPC. The study also identified three subscales related to IPC: quality of care, team efficiency, and time constraint. The top three barriers to IPC reported by radiographers include i. a lack of clearly defined, shared, and measurable purpose, ii. poor communication, and iii. a lack of commitment from team members. CONCLUSIONS The findings highlight the need for interventions and programs that promote effective communication and establish a shared vision among healthcare team members.
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Affiliation(s)
- L Mudadi
- Royal Papworth Hospital, NHS Foundation Trust, Cambridge, United Kingdom
| | - L Mutandiro
- Harare Institute of Technology, Department of Radiography, Belvedere, Harare, Zimbabwe
| | - O Bwanga
- Midland University Hospital Tullamore, Radiology Department, Co. Offaly, Ireland
| | - P Nyawani
- Harare Institute of Technology, Department of Radiography, Belvedere, Harare, Zimbabwe
| | - W Matika
- Harare Institute of Technology, Department of Radiography, Belvedere, Harare, Zimbabwe
| | - B Chinene
- Harare Institute of Technology, Department of Radiography, Belvedere, Harare, Zimbabwe.
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Dassah ET, Dzomeku VM, Norman BR, Gyaase D, Opare-Addo MNA, Buabeng KO, Adu-Sarkodie Y. Attitudes of health care professionals towards interprofessional teamwork in Ashanti Region, Ghana. BMC MEDICAL EDUCATION 2023; 23:319. [PMID: 37158859 PMCID: PMC10165774 DOI: 10.1186/s12909-023-04307-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2023] [Accepted: 04/28/2023] [Indexed: 05/10/2023]
Abstract
BACKGROUND Interprofessional collaboration ensures that high-quality health care is provided leading to improved health outcomes and provider satisfaction. Assessing the attitudes of health care professionals towards teamwork in Ghana is novel. OBJECTIVE To examine the attitudes of health care professionals towards interprofessional teamwork and assess specific attributes influencing these attitudes in the Ashanti region, prior to implementing an in-service interprofessional HIV training programme. METHODS A cross-sectional pre-training online survey using a modified Attitudes Toward Health Care Teams Scale was conducted among health care practitioners undergoing a two-day interactive interprofessional HIV training in Kumasi and Agogo from November 2019 to January 2020. Trainees were diverse health professional cadres selected from five hospitals in the Ashanti region of Ghana. Data was summarised using the mean and standard deviation for continuous variables, and frequencies and percentages for categorical variables. An exploratory factor analysis was conducted to categorise the 14 items of the modified attitudes scale. The Wilcoxon rank-sum (Mann-Whitney) and Kruskal-Wallis tests were used to test the mean attitude difference among the demographic characteristics. Statistical significance was set at p < 0.05. RESULTS Altogether, 302 health professionals completed the survey. The ages ranged from 20-58 years, mean age 27.96 years (standard deviation 5.90 years). Up to 95% of the trainees agreed with the 14 statements on the modified attitudes scale. Three factors were identified; "quality of care", "team efficiency", and "time constraint" with Cronbach's alpha measures of 0.73, 0.50, and 0.45 respectively. The overall mean attitude score was 58.15 ± 6.28 (95% CI, 57.42-58.88). Attitude of health care professionals towards interdisciplinary teams for patient care varied significantly by age (p = 0.014), health profession cadre (p = 0.005), facility (p = 0.037), and professional experience (p = 0.034). CONCLUSION Strengthening in-service interprofessional training for health practitioners especially early career professionals in the Ashanti region would be valuable.
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Affiliation(s)
- Edward T Dassah
- Department of Population, Family and Reproductive Health, School of Public Health, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.
| | - Veronica M Dzomeku
- Department of Nursing, College of Health Sciences, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Betty R Norman
- School of Medicine and Dentistry, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Daniel Gyaase
- Injury Division, The George Institute for Global Health, University of New South Wales, Sydney, Australia
| | - Mercy N A Opare-Addo
- Faculty of Pharmacy and Pharmaceutical Sciences, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Kwame O Buabeng
- Faculty of Pharmacy and Pharmaceutical Sciences, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Yaw Adu-Sarkodie
- School of Medicine and Dentistry, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
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The Perspectives of Preservice Kinesiology Students Concerning Autism and Physical Activity: Differences by Adapted Physical Activity Exposure. J Phys Act Health 2023; 20:180-192. [PMID: 36706762 DOI: 10.1123/jpah.2022-0027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Revised: 06/17/2022] [Accepted: 11/21/2022] [Indexed: 01/29/2023]
Abstract
BACKGROUND This study investigated the effect of an adapted physical activity (APA) course on knowledge and perceptions of preservice trainees regarding physical activity (PA) and autism spectrum disorder in 3 areas: knowledge/perspectives, importance and ease of improving developmental domains, and importance and ease of improving motor skills. METHODS Four hundred upper-level undergraduate students were recruited to participate in this survey-based study (251 APA students and 149 non-APA students participated). Survey data were analyzed using multivariate analyses of variance. RESULTS Participants estimated that the moderate to vigorous PA recommendations are 39.34 minutes per day, that 46.65% of moderate to vigorous PA occurs during school, and that 61.03% of children have motor difficulties. Participants perceived activities of daily living, sleep habits, and heart health as the easiest domains to improve, and problem behaviors, social skills, and self-esteem as the most difficult domains to improve. Knowledge/perspectives regarding autism spectrum disorder and PA were different by APA exposure (F12,324 = 3.11, P < .001). Differences included self-efficacy in providing PA advice, knowledge of PA guidelines, and willingness to provide motor assessment referrals. Students differed by APA exposure in the importance of developmental domains (F8,381 = 4.37, P < .001) but not ease of improving those domains. CONCLUSION Results suggest that APA education and contact with children with disabilities improves self-efficacy, perspectives, and knowledge of PA and motor concerns in children with autism spectrum disorder.
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Bashatah AS. Assessment of nursing undergraduate's perceptions of Interprofessional learning: A cross-sectional study. Front Public Health 2023; 10:1030863. [PMID: 36699885 PMCID: PMC9868266 DOI: 10.3389/fpubh.2022.1030863] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Accepted: 12/05/2022] [Indexed: 01/11/2023] Open
Abstract
Background Inter-Professional Learning (IPE) is based on mutual respect, and it improves collaboration and teamwork, and satisfaction among students and professionals. Objective This study aimed to assess the perceptions of IPE among Nursing students in Saudi Arabia. Methods This is a cross-sectional survey-based study conducted among students from three different universities in Saudi Arabia, among nursing students over 6 months from May 2021 to October 2021. Descriptive analysis was used to assess the perceptions of IPE and inferential testing was used to assess the association of perception scores among variables using a statistical package for social science version 26 (SPSS). Results A total of 517 participants responded to the questionnaires. A higher proportion (n = 281, 54.4%) of the participants were females and were between 21 and 24 (n = 350; 67.7%) years old. The mean age of the participants was 21.35 (SD = 1.46). The majority of them were from King Saud University (n = 273, 52.8%), followed by King Khalid University (n = 127, 24.6%). Of the participants (80.4 %) agreed learning with other students will help them to become more effective members of a healthcare team. The mean overall score for RIPLS was 70.85 (SD = 6.611). The mean score for teamwork and collaboration was 37.19 (SD = 4.79), professional identity, 23.23 (SD = 2.89), roles and responsibilities 10.42 (SD = 2.20). The mean score is significantly associated with the university type (p = 0.0001), and previous knowledge of IPE (p = 0.0001). Conclusion The majority of the students had positive perceptions of understanding IPE and a good level of preparation for IPE. This means that if IPE is conducted among Saudi students, students will benefit from it, and it has the potential to improve their capacity to deliver holistic nursing care to their patients.
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Bendowska A, Baum E. The Significance of Cooperation in Interdisciplinary Health Care Teams as Perceived by Polish Medical Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:954. [PMID: 36673710 PMCID: PMC9859360 DOI: 10.3390/ijerph20020954] [Citation(s) in RCA: 12] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Revised: 12/30/2022] [Accepted: 01/01/2023] [Indexed: 06/17/2023]
Abstract
Teamwork, as the preferred method of cooperation in healthcare, became prevalent in the 1960s, and since then has been universally recognized as a measure to improve the quality of healthcare. Research indicates that medical care based on interdisciplinary cooperation is associated with increased patient safety, lower hospitalization rates, and reduced rates of complications and medical errors. Furthermore, it enhances the coordination of care and improves patient access to medical services. This model of providing medical care also results in considerable benefits for medical professionals. These include greater job satisfaction and a reduced risk of professional burnout syndrome. AIM The aim of the study was to explore the opinions of medical students with regard to cooperation in the interdisciplinary team, as well as the factors affecting the formation of opinions. MATERIAL AND METHODS The study was conducted using the Polish version of the questionnaire Attitudes Towards Interprofessional Health Care Teams. The study involved 1266 participants, including students of medicine (n = 308), midwifery (n = 348), nursing (n = 316) and physiotherapy (n = 294). RESULTS According to the opinions of the students participating in the study, the therapeutic process based on the interdisciplinary model improves the quality of medical care provided, increases patient safety, and improves communication between members of the therapeutic team. The factors affecting the assessment of cooperation in interdisciplinary medical care teams included the faculty and the year of studies, gender, as well as participation in the multidisciplinary courses. CONCLUSIONS Students recognize the need for interdisciplinary medical teams. The training of future medical professionals should incorporate the elements of interprofessional education. This form of education allows students to develop both a professional identity and identification with their own profession, as well as encourages teamwork skills and shapes the attitude of openness towards representatives of other medical professions. However, in order to provide the students with the relevant knowledge, skills and competencies, it is essential to respect their diversity in terms of the faculty, as well as to account for the impact of gender and the year of studies which may affect their readiness to engage in teamwork.
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Affiliation(s)
- Aleksandra Bendowska
- Department of Social Sciences and the Humanities, Poznan University of Medical Sciences, 60-806 Poznan, Poland
| | - Ewa Baum
- Department of Social Sciences and the Humanities, Poznan University of Medical Sciences, 60-806 Poznan, Poland
- Division of Philosophy of Medicine and Bioethics, Poznan University of Medical Sciences, 60-806 Poznan, Poland
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Souto-Gómez AI, Talavera-Valverde MÁ, Márquez-Álvarez LJ, García-de-la-Torre MDP. La educación interprofesional en el desarrollo de la identidad profesional en terapia ocupacional: una revisión de alcance. CADERNOS BRASILEIROS DE TERAPIA OCUPACIONAL 2023. [DOI: 10.1590/2526-8910.ctoao258833813] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023] Open
Abstract
Resumen Objetivo analizar el desarrollo histórico, la naturaleza y el volumen de la literatura científica de la Investigación sobre Educación Interprofesional en terapia ocupacional, así como los tipos de intervenciones que se desarrollan. Método Se utilizó un scoping review con un marco metodológico de cuatro etapas para capturar la evidencia que describe cómo las Investigación sobre Educación Interprofesional y la identidad profesional ha sido conceptualizada e integradas en la terapia ocupacional. Las bases de datos incluidas fueron MEDLINE, EMBASE, PubMed, Pubmed Central, ERIC, PsychInfo, Cinahl, Ciberindex, Dialnet, Scopus, Web of Science, Cochrane y Scielo. Como criterios de inclusión los artículos debían describir conceptos relacionados con la terapia ocupacional y otras disciplinas, identidad profesional y la educación interprofesional en estudiantes y/o profesionales. Del listado final se analizaron las variables: información demográfica, objetivo/propósito del estudio, detalles metodológicos, tipos de intervenciones realizadas y resultados/hallazgos principales. Resultados 18 artículos cumplieron los criterios y 16 se tuvieron en cuenta para la síntesis cualitativa. Predomina la investigación universitaria (92,3%). El 75% de la muestra de las investigaciones se concentra en estudiantes. La investigación mixta representa el 50% del estudio. Las intervenciones más numerosas en Investigación sobre Educación Interprofesional son prácticas en el aula (62,5%) frente a prácticas de campo (37,5%). Conclusión este estudio muestra la fortaleza de las prácticas ligadas a la educación interprofesional y su vínculo para desarrollar la identidad profesional. La formación de colaboración interprofesional en comparación con la educación clínica tradicional, aumenta la identidad profesional a través de la autoeficacia percibida de los estudiantes.
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Petri CR, Anandaiah A. The Case for Interprofessional Teaching in Graduate Medical Education. ATS Sch 2022; 3:20-26. [PMID: 35634009 PMCID: PMC9131883 DOI: 10.34197/ats-scholar.2021-0091ps] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 09/21/2021] [Indexed: 11/18/2022] Open
Abstract
Interprofessional education has been promoted as a strategy to dismantle professional silos and promote collaborative patient care. Citing this, medical educators have emphasized the widespread integration of interprofessional education into undergraduate medical education curricula. However, in the current residency training environment, little reinforcement exists for principles gleaned from interprofessional education, and little is known about the role that interprofessional providers have in resident education. In this perspective, we offer the concept and practice of interprofessional teaching to bolster the benefits of interprofessional education during residency training. Interprofessional teaching, relatively unexplored and potentially underutilized, may offer many of the same benefits of interprofessional education but is more readily adapted for the graduate medical education setting. The intensive care unit, characterized by a culture of multidisciplinary teamwork and complex patient care, is an ideal setting in which to use interprofessional teaching. Prior to enthusiastically implementing interprofessional teaching interventions, careful consideration should be paid to the setting, strategies, and impact on all key stakeholders.
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Affiliation(s)
- Camille R. Petri
- Division of Pulmonary, Critical Care and Sleep Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts; and
- Carl J. Shapiro Institute for Education and Research, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts
| | - Asha Anandaiah
- Division of Pulmonary, Critical Care and Sleep Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts; and
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Causapin AKV, Sy MP, Grageda MEM. Attitudes of Filipino health profession students toward interprofessional education: a descriptive study. J Interprof Care 2022; 36:856-863. [PMID: 35191796 DOI: 10.1080/13561820.2022.2037532] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The thrust of interprofessional education is to prepare health professions students to deliberately learn and work together with a common goal of providing better and safer care for service users. This study sought to describe the attitudes of health profession students toward interprofessional education and to identify which among the variables (i.e., sex, programme, year level, prior clinical and interprofessional education experiences, and level of moral development) are determinants of their attitudes toward interprofessional education. A total of 485 participants were surveyed using a validated, three-part Interprofessional Education-Attitude Scale (IPE-AS). No statistically significant difference was found between the attitudes toward interprofessional education and variables such as sex, prior clinical and interprofessional education experiences among medical, nursing, and pharmacy students. Our findings found that those with more agreeable attitudes toward interprofessional education were students in the medical programme, those from the lower year levels and those with higher stages of morality (based on Kohlberg's stages of moral development). This suggests that IPE must be introduced across health science curricula with an intentional profiling of students about their experiences related to learning and working with students from different programmes. Moral development, as a variable in the study, also provides information as to how it can improve IPE programmes, competencies, and experiences of students in the fields of health sciences.
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Affiliation(s)
| | - Michael P Sy
- National Teacher Training Center for the Health Professions, University of the Philippines Manila, Manila, Philippines
| | - Maria Elizabeth M Grageda
- National Teacher Training Center for the Health Professions, University of the Philippines Manila, Manila, Philippines
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Pedersen TH, Berger-Estilita J, Signer S, Bonsen DEZ, Cignacco E, Greif R. Attitudes towards interprofessionalism among midwife students after hybrid-simulation: A prospective cohort study. NURSE EDUCATION TODAY 2021; 100:104872. [PMID: 33756176 DOI: 10.1016/j.nedt.2021.104872] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Accepted: 03/10/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Team performance, communication and leadership enhance the quality and effectiveness of interprofessional collaborations between midwifery students and anaesthetists in obstetric emergencies. The realistic setting of hybrid simulation provides practice for interprofessional competencies in a stressful environment without putting women at risk during childbirth. OBJECTIVES We investigated how full-scale interprofessional hybrid simulation affects the attitudes towards interprofessionalism of final year midwife students. DESIGN Two-centre prospective cohort study. SETTINGS Bern Simulation and CPR Centre of the Department of Anaesthesiology and Pain Medicine at the Bern University Hospital (Bern, Switzerland) and Zürich University of Applied Sciences. PARTICIPANTS Final year midwife students from Bern University of Applied Sciences and Zürich University of Applied Sciences, both from the German-speaking Switzerland. METHODS One cohort was exposed to hybrid simulation and the other served as control. The simulation group filled in the German Interprofessional Attitude Scale (G-IPAS) before and after simulation, and then again three months later. The control group filled in two sets of G-IPAS questionnaires three months apart. RESULTS The total G-IPAS score increased significantly towards a more positive interprofessional attitude directly after the hybrid simulation. This increase was not sustained over the observation period of three months, although the score remained significantly higher than the score of the cohort without simulation. CONCLUSIONS A novel interprofessional hybrid simulation for obstetric emergencies for midwifery students promoted improved attitudes towards interprofessionalism immediately after simulation. These attitudes were improved compared to a control cohort without simulation, and the difference between the two cohorts remained three months after simulation. Future studies might focus on whether improved interprofessional attitudes lead to better healthcare and safety for women and children during childbirth.
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Affiliation(s)
- Tina H Pedersen
- Department of Anaesthesia and Pain Therapy, University Hospital Bern, University of Bern, Bern, Switzerland.
| | - Joana Berger-Estilita
- Department of Anaesthesia and Pain Therapy, University Hospital Bern, University of Bern, Bern, Switzerland
| | - Sidonia Signer
- Department of Anaesthesia and Pain Therapy, University Hospital Bern, University of Bern, Bern, Switzerland
| | | | - Eva Cignacco
- Division of Midwifery, Department of Health Professions, Bern University of Applied Sciences, Bern, Switzerland
| | - Robert Greif
- Department of Anaesthesia and Pain Therapy, University Hospital Bern, University of Bern, Bern, Switzerland; School of Medicine, Sigmund Freud University Vienna, Vienna, Austria
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Katoue MG, Awad AI, Dow AW, Schwinghammer TL. Interprofessional education and collaborative practice in Kuwait: attitudes and perceptions of health sciences students. J Interprof Care 2021; 36:117-126. [PMID: 33899661 DOI: 10.1080/13561820.2021.1884537] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Interprofessional education (IPE) prepares health students to become collaboration-ready healthcare professionals. Assessing students' baseline attitudes toward IPE and collaborative practice is essential to inform development of IPE curricula. Kuwait University Health Sciences Center (HSC) is early in its IPE journey but is planning to join the broader global movement toward IPE. A cross-sectional survey was conducted to explore the attitudes of HSC students from Faculties of Medicine, Dentistry, Pharmacy, and Allied Health Sciences toward collaborative practice and IPE at early and late stages of study. A total of 770 students completed the survey (81.1% response rate). Students expressed positive attitudes toward interprofessional healthcare teams and IPE (median [IQR] overall attitudes were rated 4.0 [1.0] and 4.0 [2.0], respectively, on a scale of 5). Overall attitudes toward both scales were significantly more positive among pharmacy students than students from other faculties (p < .001). Final-year students reported more positive attitudes toward healthcare teams than early- and middle-year students, while early- and final-year students expressed more positive attitudes toward IPE than middle-year students (p < .001). There were no significant differences in overall attitudes between female and male students toward the two scales (p > .05). These findings have implications for engaging students from different professions in IPE initiatives.
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Affiliation(s)
- Maram G Katoue
- Department of Pharmacology and Therapeutics, Faculty of Pharmacy, Kuwait University, Kuwait
| | - Abdelmoneim I Awad
- Department of Pharmacy Practice, Faculty of Pharmacy, Kuwait University, Kuwait
| | - Alan W Dow
- Seymour and Ruth Perlin Professor of Medicine and Health Administration, Center for Interprofessional Education and Collaborative Care and Department of Internal Medicine, Virginia Commonwealth University, Richmond, VA, USA
| | - Terry L Schwinghammer
- Department of Clinical Pharmacy, West Virginia University School of Pharmacy, Morgantown, WV, USA
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Yune SJ, Park KH, Min YH, Ji E. Perception of interprofessional education and educational needs of students in South Korea: A comparative study. PLoS One 2020; 15:e0243378. [PMID: 33290422 PMCID: PMC7723242 DOI: 10.1371/journal.pone.0243378] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2020] [Accepted: 11/19/2020] [Indexed: 12/04/2022] Open
Abstract
Due to the recent emphasis on the importance of interprofessional education (IPE) in healthcare fields, interest in IPE introduction is increasing in South Korea. The purpose of this study was to examine the differences in perceptions of medical, nursing, and pharmacy students regarding IPE. Also, the study aimed at identifying the priority rankings of educational needs by analyzing the differences between students’ perceptions of the importance level and the present level for each interprofessional competency. A cross-sectional study was carried out using a survey. A total of 1,500 questionnaires were distributed, of which 1,084 were returned (response rate, 72.3%). The participants were 559 medical, 393 nursing, and 96 pharmacy students. The questionnaire comprised items on the students’ perception of IPE and their interprofessional competency. The questionnaire comprised 12 items on their IPE perception and 9 items on their interprofessional competency. These items were developed by examining the content validity by medical educational specialists and conducting a factor analysis for verification. Data were analyzed using the t-test and ANOVA, and Borich’s formula was used to calculate the rank of educational needs.89.6% did not know the meaning of IPE. The difference in students’ perception of IPE was not significant by grade. Further, the level of IPE perception was higher for female than male students and for students who knew the meaning of IPE than those who did not. The nursing students’ perception of the importance, preference, and effectiveness of IPE was the highest, whereas medical students’ perception was the lowest. All students perceived their present level to be lower than the importance level for each interprofessional competency. Interprofessional communication skills (6.791) were highly necessary for students. These results will serve as baseline information for developing IPE programs in South Korea.
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Affiliation(s)
- So Jung Yune
- Department of Medical Education, Pusan National University College of Medicine, Busan, Republic of Korea
| | - Kwi Hwa Park
- Department of Medical Education, Gachon University College of Medicine, Incheon, Republic of Korea
- * E-mail:
| | - Yul Ha Min
- Kangwon National University College of Nursing, Gangwon-do, Republic of Korea
| | - Eunhee Ji
- Gachon University College of Pharmacy, Incheon, Republic of Korea
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Lestari E, Scherpbier A, Stalmeijer R. Stimulating Students' Interprofessional Teamwork Skills Through Community-Based Education: A Mixed Methods Evaluation. J Multidiscip Healthc 2020; 13:1143-1155. [PMID: 33116560 PMCID: PMC7568678 DOI: 10.2147/jmdh.s267732] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2020] [Accepted: 09/24/2020] [Indexed: 12/31/2022] Open
Abstract
Background Interprofessional education (IPE) is suggested as a good means to prepare future healthcare professionals for collaborative work in interprofessional teams enabling them to solve complex health problems. Previous studies have advocated experiential IPE, including community-based IPE (CBIPE). This study aims to evaluate a CBIPE programme by exploring the students’ perception toward CBIPE design and toward groups’ teamwork. Methods To identify students’ perceptions of teamwork, the Interprofessional Teamwork Evaluation questionnaire was administered to 254 students of medical, nursing and midwifery programme. Three uni-professional focus group (FG) discussions were conducted to analyse the students’ perception of the design of community-based education and underlying reasons for teamwork. Results FGs reported three aspects that influence skills development in collaborative practice among students that shed light on why midwifery and nursing students held less positive perceptions of communication and mutual support: 1) communication gap due to lack of confidence, 2) contrasting ways of thinking affect communication in decision-making, and 3) the leadership culture in the health services. Conclusion A CBIPE programme was successfully implemented at Universitas Islam Sultan Agung. It demonstrated that students in the health professions can develop skills in collaborative practice despite having some problems with communication and mutual support.
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Affiliation(s)
- Endang Lestari
- Medical and Health Professions Education Unit, Faculty of Medicine, Universitas Islam Sultan Agung, Semarang, Indonesia
| | - Albert Scherpbier
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
| | - Renee Stalmeijer
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
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Berger-Estilita J, Fuchs A, Hahn M, Chiang H, Greif R. Attitudes towards Interprofessional education in the medical curriculum: a systematic review of the literature. BMC MEDICAL EDUCATION 2020; 20:254. [PMID: 32762740 PMCID: PMC7410157 DOI: 10.1186/s12909-020-02176-4] [Citation(s) in RCA: 28] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Accepted: 07/22/2020] [Indexed: 05/04/2023]
Abstract
BACKGROUND There is agreement among educators and professional bodies that interprofessional education needs to be implemented at the pre-registration level. We performed a systematic review assessing interprofessional learning interventions, measuring attitudes towards interprofessional education and involving pre-registration medical students across all years of medical education. METHODS A systematic literature review was performed using PubMed, PsycINFO, EThOS, EMBASE, PEDro and SCOPUS. Search terms were composed of interprofession*, interprofessional education, inter professional, inter professionally, IPE, and medical student. Inclusion criteria were 1) the use of a validated scale for assessment of attitudes towards IPE, and results for more than 35 medical students; 2) peer-reviewed articles in English and German, including medical students; and 3) results for IPE interventions published after the 2011 Interprofessional Education Collaborative (IPEC) report. We identified and screened 3995 articles. After elimination of duplicates or non-relevant topics, 278 articles remained as potentially relevant for full text assessment. We used a data extraction form including study designs, training methods, participant data, assessment measures, results, and medical year of participants for each study. A planned comprehensive meta-analysis was not possible. RESULTS This systematic review included 23 articles with a pre-test-post-test design. Interventions varied in their type and topic. Duration of interventions varied from 25 min to 6 months, and interprofessional groups ranged from 2 to 25 students. Nine studies (39%) reported data from first-year medical students, five (22%) from second-year students, six (26%) from third-year students, two (9%) from fourth-year students and one (4%) from sixth-year students. There were no studies including fifth-year students. The most frequently used assessment method was the Readiness for Interprofessional Learning Scale (RIPLS) (n = 6, 26%). About half of study outcomes showed a significant increase in positive attitudes towards interprofessional education after interventions across all medical years. CONCLUSIONS This systematic review showed some evidence of a post-intervention change of attitudes towards IPE across different medical years studied. IPE was successfully introduced both in pre-clinical and clinical years of the medical curriculum. With respect to changes in attitudes to IPE, we could not demonstrate a difference between interventions delivered in early and later years of the curriculum. TRIAL REGISTRATION PROSPERO registration number: CRD42020160964 .
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Affiliation(s)
- Joana Berger-Estilita
- Department of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland.
| | - Alexander Fuchs
- Department of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Markus Hahn
- Department of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Hsin Chiang
- Department of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Robert Greif
- Department of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
- School of Medicine, Sigmund Freud University Vienna, Vienna, Austria
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Kempner S, Brackmann M, Kobernik E, Skinner B, Bollinger M, Hammoud M, Morgan H. The decline in attitudes toward physician-nurse collaboration from medical school to residency. J Interprof Care 2019; 34:373-379. [PMID: 31752567 DOI: 10.1080/13561820.2019.1681947] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
While interprofessional collaboration is a critical aspect of optimal patient care, practicing physicians often have sub-optimal attitudes regarding the importance of collaboration with their nursing colleagues. The impact of clinical training on medical students' and residents' attitudes toward physician-nurse collaboration has not been investigated. The primary goal of our study was to examine if learners at different stages in their medical training had more or less favorable attitudes regarding interprofessional collaboration (IPC). A secondary goal was to compare residents in procedural versus non-procedural specialties to determine if attitudes toward IPC varied by specialty type. Third-year medical students and residents at a large public university completed the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration. Student (n = 129) and resident (n = 292) scores were compared using Student's t-tests. Resident responses were further analyzed by specialty type. Students' perceptions of the physician-nurse relationship were significantly more favorable than the views of residents, particularly in the "Authority" and "Responsibility" domains. Residents in procedural specialties had less favorable attitudes toward physician-nurse collaboration than those in non-procedural specialties. Our findings highlight the importance of developing effective interventions for improving interprofessional collaboration during medical training.
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Affiliation(s)
- Samantha Kempner
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, MI, USA
| | - Melissa Brackmann
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, MI, USA
| | - Emily Kobernik
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, MI, USA
| | - Bethany Skinner
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, MI, USA
| | - Megan Bollinger
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, MI, USA
| | - Maya Hammoud
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, MI, USA
| | - Helen Morgan
- Department of Obstetrics and Gynecology, University of Michigan, Ann Arbor, MI, USA
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Salih S, Gameraddin M, Kamal S, Alsadi M, Tamboul J, Alsultan K. The Readiness For Interprofessional Education (IPE) In The School Setting Among The Internship Students Of Applied Medical Sciences At Taibah University. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2019; 10:843-848. [PMID: 31632173 PMCID: PMC6781596 DOI: 10.2147/amep.s208870] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2019] [Accepted: 09/11/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVE The study aims to assess the readiness of Interprofessional Education (IPE) in the school setting among the Internship Students of Applied Medical Sciences at Taibah University. METHODS This study utilized a survey targeting internship students of Applied Medical Sciences; departments Diagnostic Radiologic Technology, Medical Laboratory Technology, and Clinical Nutrition, at Taibah University. We used a modified Readiness for Inter-professional Learning Scale (RIPLS) survey to collect the data of this study. Data were analyzed using SPSS software version 21. RESULTS A 100 surveys distributed, 40 were returned. Most of the internship students (88.7%) agreed that IPE could make them more collaborated and can enhance teamwork skill to them. A total of 36.25% of the internship student agreed, and 50.01% disagree about the negative professional identity of the IPE. 86.66% of the internship student agreed, and 50.01% disagree about the positive professional identity of the IPE. They responded that sharing learning with other health care professionals will help them to communicate better with patients and other professionals and to improve practice. 65.84% of the internship student agreed, and 23.75% disagreed about the impact of IPE on their role and responsibility. The difference between the internship student at the end level of the internship and internship student at the beginning level of the internship, towards the positive thinking about other healthcare professionals was 0.015. CONCLUSION The study concluded that there was a readiness of IPE in the school setting among the Internship Students Students of Applied Medical Sciences at Taibah University. The majority of the internship student agreed that IPE could make them more collaborated and can enhance teamwork skill to them. There was a significant difference between the internship student at the end level of the internship and internship student at the beginning level of the internship, towards the positive thinking about other healthcare professionals.
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Affiliation(s)
- Suliman Salih
- Faculty of Applied Medical Sciences, Taibah University, Medina, Saudi Arabia
- National Cancer Institute, University of Gezira, Wad Madani, Sudan
| | - Moawia Gameraddin
- Faculty of Applied Medical Sciences, Taibah University, Medina, Saudi Arabia
- College of Radiological Sciences and Medical Imaging, Alzaiem Alazhari University, Khartoum, Sudan
| | - Sameer Kamal
- Diagnostic Radiology Department, Faculty of Applied Medical Sciences, King Abdulaziz Univesity, Jeddah, Makkah, Saudi Arabia
| | - Mohamed Alsadi
- Faculty of Applied Medical Sciences, Taibah University, Medina, Saudi Arabia
| | - Jumaa Tamboul
- Faculty of Applied Medical Sciences, Taibah University, Medina, Saudi Arabia
| | - Kamal Alsultan
- Faculty of Applied Medical Sciences, Taibah University, Medina, Saudi Arabia
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Vincent-Onabajo G, Mustapha SA, Gujba FK. Attitudes toward interprofessional practice among healthcare students in a Nigerian University. J Interprof Care 2019; 33:336-342. [DOI: 10.1080/13561820.2019.1605980] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Grace Vincent-Onabajo
- Department of Medical Rehabilitation (Physiotherapy), College of Medical Sciences, University of Maiduguri, Maiduguri, Borno State, Nigeria
| | - Sani Audu Mustapha
- Department of Medical Rehabilitation (Physiotherapy), College of Medical Sciences, University of Maiduguri, Maiduguri, Borno State, Nigeria
| | - Fatima Kachalla Gujba
- Department of Medical Rehabilitation (Physiotherapy), College of Medical Sciences, University of Maiduguri, Maiduguri, Borno State, Nigeria
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Watanabe H, Makino T, Tokita Y, Kishi M, Lee B, Matsui H, Shinozaki H, Kama A. Changes in attitudes of undergraduate students learning interprofessional education in the absence of patient safety modules: evaluation with a modified T-TAQ instrument. J Interprof Care 2019; 33:689-696. [PMID: 31020873 DOI: 10.1080/13561820.2019.1598951] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Communication underpinning well-functioning teamwork is a key mechanism for patient safety. Undergraduate interprofessional education (IPE) provides students with a basic understanding of the psychological factors contributing to teamwork. To develop IPE fostering a collaborative mindset for patient safety, attitudinal changes of students for patient safety were evaluated. Changes in the scores of the modified attitudes toward health care teams scale (ATHCTS) and the modified teamwork attitudes questionnaire (T-TAQ) of students pre- and post-IPE program were evaluated in the 2017 academic year. One hundred and fifty-one students (n=151) of five health professions (medicine, nursing, laboratory science, physiotherapy and occupational therapy) and 125 students of a possible 167 completed the survey before and after the IPE program, respectively. In the modified ATHCTS, 11 out of 14 items showed a significant change. The "quality of care delivery" and "patient-centered care" subscales showed significant increases in the regression factor score. In contrast, only 7 out of 30 items showed a significant increase in the modified T-TAQ. Four out of five categories, however, showed a significant increase, although the factor structure did not correspond to the T-TAQ category structure. The IPE program may have significant capacity to cultivate competencies to collaborate for patient safety. However, development of IPE may require preceding subjects providing concrete knowledge for patient safety, especially for communication and leadership.
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Affiliation(s)
- Hideomi Watanabe
- Centre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan.,Graduate School of Health Sciences, Gunma University, Maebashi, Japan.,Gunma University Initiative for Advanced Research, Maebashi, Japan
| | - Takatoshi Makino
- Centre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan.,Graduate School of Health Sciences, Gunma University, Maebashi, Japan
| | - Yoshiharu Tokita
- Centre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan.,Graduate School of Health Sciences, Gunma University, Maebashi, Japan
| | - Mikiko Kishi
- Centre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan.,Center for Medical Education, Graduate School of Medicine, Gunma University, Maebashi, Japan
| | - Bumsuk Lee
- Centre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan.,Graduate School of Health Sciences, Gunma University, Maebashi, Japan
| | - Hiroki Matsui
- Centre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan.,Graduate School of Health Sciences, Gunma University, Maebashi, Japan
| | - Hiromitsu Shinozaki
- Centre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan.,Graduate School of Health Sciences, Gunma University, Maebashi, Japan
| | - Akinori Kama
- Centre for Research and Training on Interprofessional Education, Gunma University (WHO Collaborating Centre), Gunma University, Maebashi, Japan.,Gunma University Initiative for Advanced Research, Maebashi, Japan
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18
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Sy MP, Martinez PGV, Labung FFT, Medina MAKG, Mesina AS, Vicencio MRE, Tulabut HDP. Baseline assessment on the quality of interprofessional collaboration among Filipino Mental Health Professionals. ACTA ACUST UNITED AC 2019. [DOI: 10.1016/j.xjep.2018.12.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Zheng YHE, Palombella A, Salfi J, Wainman B. Dissecting through Barriers: A Follow-up Study on the Long-Term Effects of Interprofessional Education in a Dissection Course with Healthcare Professional Students. ANATOMICAL SCIENCES EDUCATION 2019; 12:52-60. [PMID: 29659188 DOI: 10.1002/ase.1791] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2017] [Revised: 03/24/2018] [Accepted: 03/26/2018] [Indexed: 06/08/2023]
Abstract
Several studies have shown significant improvements in the attitudes and perceptions of healthcare professional students toward interprofessional education (IPE) immediately following intervention with IPE courses. However, there remains little evidence on the lasting effects of IPE courses and the long-term influences of these IPE experiences are poorly documented. The purpose of this study is to assess the long-term effects of an intensive, ten-week interprofessional gross anatomy dissection course at McMaster University. Attitudes and perceptions of past participants towards interprofessional learning were evaluated, now that they have started working with other healthcare professionals outside of the IPE course setting. Thirty-four past participants who have clinical experience working in interprofessional settings or are currently working in the healthcare field completed a follow-up questionnaire consisting of a modified Readiness for Interprofessional Learning Scale (RIPLS) and open-ended questions. Quantitative analysis revealed a significant decrease in their attitude towards teamwork and collaboration and respect for other health professions, but a significant improvement in their understanding of roles and responsibilities compared to their results immediately after the IPE intervention. Qualitative analysis of open-ended questions revealed several themes such as developing interprofessional competencies, developing relationships, and remembering the strengths of the IPE dissection course. The results of this study indicate that the IPE experience in anatomy was highly valued by the students and that past participants maintain a clear understanding of their scope of practice, but the reality of clinical practice may have eroded gains made in the program. Anat Sci Educ. © 2018 American Association of Anatomists.
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Affiliation(s)
| | - Andrew Palombella
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Jenn Salfi
- Department of Nursing, Faculty of Applied Health Sciences, Brock University, St. Catharines, Ontario, Canada
| | - Bruce Wainman
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
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20
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El-Awaisi A, Saffouh El Hajj M, Joseph S, Diack L. Perspectives of pharmacy students in Qatar toward interprofessional education and collaborative practice: a mixed methods study. J Interprof Care 2018; 32:674-688. [PMID: 30052106 DOI: 10.1080/13561820.2018.1498466] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
In an IPE environment, students are expected to have better understanding of the roles, responsibilities, and contribution of other health care professions to enhance interprofessional working and collaboration with an end result of improving patient-centred and team-based care. Although many studies have investigated students' attitudes, very few employ a mixed methods design and hardly are from Middle Eastern countries. A two-staged sequential explanatory mixed method design was used to comprehensively capture the perspectives of pharmacy students toward IPE and collaborative practice. A quantitative survey was conducted as the first stage of the study, followed by an in-depth discussion of these perspectives through a qualitative phase by conducting two focus groups. For the quantitative surveys, the overall response rate was 102/132 (77%) for pharmacy students in Qatar. This was followed by two focus groups with a total of 27 participants from senior and junior students. In exploring the qualitative data, three main themes were identified in relation to the pharmacy students' perspectives. These were on the pharmacy students' perception on the enablers (professional related benefits, patient-related benefits and current positive influences), barriers (previous IPE experiences, educational related issues and current working practices and processes), and recommendations to implementing IPE and collaborative practice (future IPE and pharmacy profession).Overall, the results demonstrate a strong readiness and positive perception by pharmacy students toward IPE and collaborative practice. This study has highlighted different dimensions in pharmacy students' perceptions. It also provided a useful insight into the readiness of pharmacy students in a Middle Eastern university. Students are seeking more IPE experiences formally incorporated into their curriculum and hence educators should capitalise on these positive and enthusiastic attitudes to identify the most effective means for delivering IPE and inform curricula planning. Collaborative practice-ready graduates will produce better-educated professionals delivering higher quality care.
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Affiliation(s)
- Alla El-Awaisi
- College of Pharmacy, Qatar University, Doha, Qatar.,School of Nursing & Midwifery, Faculty of Health and Social Care, The Robert Gordon University, Scotland, UK
| | | | - Sundari Joseph
- School of Nursing & Midwifery, Faculty of Health and Social Care, The Robert Gordon University, Scotland, UK
| | - Lesley Diack
- School of Pharmacy and Life Sciences, Faculty of Health and Social Care, The Robert Gordon University, Scotland, UK
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21
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Makino T, Lee B, Matsui H, Tokita Y, Shinozaki H, Kanaizumi S, Abe Y, Saitoh T, Tozato F, Igarashi A, Sato M, Ohtake S, Tabuchi N, Inagaki M, Kama A, Watanabe H. Health science students' attitudes towards healthcare teams: A comparison between two universities. J Interprof Care 2017; 32:196-202. [PMID: 29161164 DOI: 10.1080/13561820.2017.1372396] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
There have been few studies comparing the attitudes towards healthcare teams between different universities. This study analysed the differences in attitudes towards healthcare teams between health science students at Gunma University, Japan, which implements a comprehensive interprofessional education (IPE) programme, and Kanazawa University, a similar national university. Study populations were first- and third-year students at the Gunma University School of Health Sciences and the Kanazawa University School of Health Sciences. The present study was performed just after the IPE and multi-professional education subjects at Gunma University in the first term of the 2012 academic year. The first-year students were different cohort from the third-year students. The modified Attitudes Toward Health Care Teams Scale (ATHCTS) was used to measure attitudes towards healthcare teams. The overall mean score on the modified ATHCTS of students at Gunma University was significantly higher than that of those at Kanazawa University. In both first- and third-year students, the regression factor score of "patient-centred care" was significantly higher at Gunma University than at Kanazawa University. Based on the present study, it can be stated that IPE may foster the value of collaborative practice (CP) among health science students.
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Affiliation(s)
- Takatoshi Makino
- a Graduate School of Health Sciences , Gunma University , Maebashi , Japan.,b WHO Collaborating Centre for Research and Training on Interprofessional Education , Gunma University , Maebashi , Japan
| | - Bumsuk Lee
- a Graduate School of Health Sciences , Gunma University , Maebashi , Japan.,b WHO Collaborating Centre for Research and Training on Interprofessional Education , Gunma University , Maebashi , Japan
| | - Hiroki Matsui
- a Graduate School of Health Sciences , Gunma University , Maebashi , Japan.,b WHO Collaborating Centre for Research and Training on Interprofessional Education , Gunma University , Maebashi , Japan
| | - Yoshiharu Tokita
- a Graduate School of Health Sciences , Gunma University , Maebashi , Japan.,b WHO Collaborating Centre for Research and Training on Interprofessional Education , Gunma University , Maebashi , Japan
| | - Hiromitsu Shinozaki
- a Graduate School of Health Sciences , Gunma University , Maebashi , Japan.,b WHO Collaborating Centre for Research and Training on Interprofessional Education , Gunma University , Maebashi , Japan
| | - Shiomi Kanaizumi
- a Graduate School of Health Sciences , Gunma University , Maebashi , Japan.,b WHO Collaborating Centre for Research and Training on Interprofessional Education , Gunma University , Maebashi , Japan
| | - Yumiko Abe
- a Graduate School of Health Sciences , Gunma University , Maebashi , Japan.,b WHO Collaborating Centre for Research and Training on Interprofessional Education , Gunma University , Maebashi , Japan
| | - Takayuki Saitoh
- a Graduate School of Health Sciences , Gunma University , Maebashi , Japan.,b WHO Collaborating Centre for Research and Training on Interprofessional Education , Gunma University , Maebashi , Japan
| | - Fusae Tozato
- a Graduate School of Health Sciences , Gunma University , Maebashi , Japan.,b WHO Collaborating Centre for Research and Training on Interprofessional Education , Gunma University , Maebashi , Japan
| | | | - Mika Sato
- c Gunma University Hospital , Maebashi , Japan
| | - Shigeki Ohtake
- d School of Health Sciences, College of Medical, Pharmaceutical and Health Sciences , Kanazawa University , Kanazawa , Japan
| | - Noriko Tabuchi
- d School of Health Sciences, College of Medical, Pharmaceutical and Health Sciences , Kanazawa University , Kanazawa , Japan
| | - Michiko Inagaki
- d School of Health Sciences, College of Medical, Pharmaceutical and Health Sciences , Kanazawa University , Kanazawa , Japan
| | - Akinori Kama
- b WHO Collaborating Centre for Research and Training on Interprofessional Education , Gunma University , Maebashi , Japan.,e Gunma University Initiative for Advanced Research , Maebashi , Japan
| | - Hideomi Watanabe
- a Graduate School of Health Sciences , Gunma University , Maebashi , Japan.,b WHO Collaborating Centre for Research and Training on Interprofessional Education , Gunma University , Maebashi , Japan.,e Gunma University Initiative for Advanced Research , Maebashi , Japan
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22
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Sy MP. Filipino therapists’ experiences and attitudes of interprofessional education and collaboration: A cross-sectional survey. J Interprof Care 2017; 31:761-770. [DOI: 10.1080/13561820.2017.1359509] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Michael Palapal Sy
- Department of Occupational Therapy, Tokyo Metropolitan University, Tokyo, Japan
- Department of Occupational Therapy, Angeles University Foundation, Angeles City, Philippines
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Visser CLF, Ket JCF, Croiset G, Kusurkar RA. Perceptions of residents, medical and nursing students about Interprofessional education: a systematic review of the quantitative and qualitative literature. BMC MEDICAL EDUCATION 2017; 17:77. [PMID: 28468651 PMCID: PMC5415777 DOI: 10.1186/s12909-017-0909-0] [Citation(s) in RCA: 56] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2016] [Accepted: 04/11/2017] [Indexed: 05/20/2023]
Abstract
BACKGROUND To identify facilitators and barriers that residents, medical and nursing students perceive in their Interprofessional Education (IPE) in a clinical setting with other healthcare students. METHODS A systematic review was carried out to identify the perceptions of medical students, residents and nursing students regarding IPE in a clinical setting. PubMed, CINAHL, ERIC and PsycInfo were searched, using keywords and MeSH terms from each database's inception published prior to June 2014. Interprofessional education involving nursing and medical students and/or residents in IPE were selected by the first author. Two authors independently assessed studies for inclusion or exclusion and extracted the data. RESULTS Sixty-five eligible papers (27 quantitative, 16 qualitative and 22 mixed methods) were identified and synthesized using narrative synthesis. Perceptions and attitudes of residents and students could be categorized into 'Readiness for IPE', 'Barriers to IPE' and 'Facilitators of IPE'. Within each category they work at three levels: individual, process/curricular and cultural/organizational. Readiness for IPE at individual level is higher in females, irrespective of prior healthcare experience. At process level readiness for IPE fluctuates during medical school, at cultural level collaboration is jeopardized when groups interact poorly. Examples of IPE-barriers are at individual level feeling intimidated by doctors, at process level lack of formal assessment and at cultural level exclusion of medical students from interaction by nurses. Examples of IPE-facilitators are at individual level affective crises and patient care crises situations that create feelings of urgency, at process level small group learning activities in an authentic context and at cultural level getting acquainted informally. These results are related to a model for learning and teaching, to illustrate the implications for the design of IPE. CONCLUSIONS Most of the uncovered barriers are at the cultural level and most of the facilitators are at the process level. Factors at the individual level need more research.
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Affiliation(s)
- Cora L F Visser
- Research in Education Department, VUmc School of Medical Sciences (In affiliation with LEARN! Research Institute for Learning and Education, VU University, Amsterdam, The Netherlands), P.O. Box 7057, 1007 MB, Amsterdam, The Netherlands.
- VUmc Amstel Academie, P.O. Box 7057, 1007 MB, Amsterdam, NL, The Netherlands.
| | - Johannes C F Ket
- Medical Library, VUmc School of Medical Sciences (In affiliation with LEARN! Research Institute for Learning and Education, VU University, Amsterdam, The Netherlands), P.O. Box 7057, 1007 MB, Amsterdam, The Netherlands
| | - Gerda Croiset
- Medical Education, VUmc School of Medical Sciences (In affiliation with LEARN! Research Institute for Learning and Education, VU University, Amsterdam, The Netherlands), P.O. Box 7057, 1007 MB, Amsterdam, The Netherlands
| | - Rashmi A Kusurkar
- Research in Education Department, VUmc School of Medical Sciences (In affiliation with LEARN! Research Institute for Learning and Education, VU University, Amsterdam, The Netherlands), P.O. Box 7057, 1007 MB, Amsterdam, The Netherlands
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Ryland H, Akers E, Gowland E, Malik N. How do we develop health educators for the future using an interprofessional approach? J Interprof Care 2016; 31:5-7. [PMID: 27996359 DOI: 10.1080/13561820.2016.1246433] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Howard Ryland
- South West London and St. George’s Mental Health NHS Trust, London, UK
| | - Elizabeth Akers
- Great Ormond Street Hospital NHS Foundation Trust, London, UK
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Steven K, Angus A, Breckenridge J, Davey P, Tully V, Muir F. Identifying key areas for active interprofessional learning partnerships: A facilitated dialogue. J Interprof Care 2016; 30:826-828. [DOI: 10.1080/13561820.2016.1218829] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Lestari E, Stalmeijer RE, Widyandana D, Scherpbier A. Understanding students' readiness for interprofessional learning in an Asian context: a mixed-methods study. BMC MEDICAL EDUCATION 2016; 16:179. [PMID: 27422207 PMCID: PMC4946087 DOI: 10.1186/s12909-016-0704-3] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2016] [Accepted: 06/30/2016] [Indexed: 05/04/2023]
Abstract
BACKGROUND Healthcare is generally provided by various health professionals acting together. Unfortunately, poor communication and collaboration within such healthcare teams often prevent its members from actively engaging in collaborative decision-making. Interprofessional education (IPE) which prepares health professionals for their collaborative role in the healthcare system may partially address this problem. This study aimed to investigate: 1) students' readiness for IPE in an Asian context, 2) the most important factors influencing students' perceptions of IPE, 3) the reasons underlying such perceptions, and 4) the factors mitigating or promoting their sense of readiness. METHODS To identify students' perceptions of IPE, we administered the Readiness for Interprofessional Learning Scale (RIPLS) to 398 in approximately 470 students from a range of health professions (medicine, nursing, midwifery and dentistry). The questionnaire included factors that could potentially influence readiness for IPE as found in the literature (GPA, etc.). To enhance our understanding of the responses to the RIPLS and to explore the reasons underlying them, we conducted 4 mono-professional focus group discussions (FGDs). We ran a statistical analysis on the quantitative data, while performing a thematic content analysis of the qualitative data using ATLAS.ti (version 7). RESULTS Medical students seemed to be the most prepared for IPE. Students' perceptions of IPE were conditioned by the study programme they took, their GPA, intrinsic motivation and engagement in the student council connoting experience of working with students from different programmes. Focus groups further revealed that: 1) early exposure to clinical practice triggered both positive and negative perceptions of IPE and of its importance to learning communication and leadership skills, 2) medical students caused insecurity and disengagement in other students, 3) medical students felt pressured to be leaders, and 4) there was a need to clarify and understand each other's profession and the boundaries of one's own profession. CONCLUSION Students were generally favourable to IPE, appreciating the opportunity it offered them to hone their interprofessional leadership, collaboration and communication skills and to learn to address the problem of role blurring. Hence, we judge the Asian context ready to implement IPE, allowing health professions students in Asian countries to reap its benefits. The present study revealed several important reasons underlying students' positive and negative perceptions of IPE implementation which may be addressed during the interprofessional learning process.
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Affiliation(s)
- Endang Lestari
- />Medical Education Unit, Faculty of Medicine, Universitas Islam Sultan Agung, Semarang, Indonesia
| | - Renée E. Stalmeijer
- />School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Doni Widyandana
- />Department of Medical Education, Faculty of Medicine, Gadjah Mada University, Yogyakarta, Indonesia
| | - Albert Scherpbier
- />School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
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Reeves S, Fletcher S, Barr H, Birch I, Boet S, Davies N, McFadyen A, Rivera J, Kitto S. A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. MEDICAL TEACHER 2016; 38:656-68. [PMID: 27146438 DOI: 10.3109/0142159x.2016.1173663] [Citation(s) in RCA: 470] [Impact Index Per Article: 58.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
BACKGROUND Interprofessional education (IPE) aims to bring together different professionals to learn with, from, and about one another in order to collaborate more effectively in the delivery of safe, high-quality care for patients/clients. Given its potential for improving collaboration and care delivery, there have been repeated calls for the wider-scale implementation of IPE across education and clinical settings. Increasingly, a range of IPE initiatives are being implemented and evaluated which are adding to the growth of evidence for this form of education. AIM The overall aim of this review is to update a previous BEME review published in 2007. In doing so, this update sought to synthesize the evolving nature of the IPE evidence. METHODS Medline, CINAHL, BEI, and ASSIA were searched from May 2005 to June 2014. Also, journal hand searches were undertaken. All potential abstracts and papers were screened by pairs of reviewers to determine inclusion. All included papers were assessed for methodological quality and those deemed as "high quality" were included. The presage-process-product (3P) model and a modified Kirkpatrick model were employed to analyze and synthesize the included studies. RESULTS Twenty-five new IPE studies were included in this update. These studies were added to the 21 studies from the previous review to form a complete data set of 46 high-quality IPE studies. In relation to the 3P model, overall the updated review found that most of the presage and process factors identified from the previous review were further supported in the newer studies. In regard to the products (outcomes) reported, the results from this review continue to show far more positive than neutral or mixed outcomes reported in the included studies. Based on the modified Kirkpatrick model, the included studies suggest that learners respond well to IPE, their attitudes and perceptions of one another improve, and they report increases in collaborative knowledge and skills. There is more limited, but growing, evidence related to changes in behavior, organizational practice, and benefits to patients/clients. CONCLUSIONS This updated review found that key context (presage) and process factors reported in the previous review continue to have resonance on the delivery of IPE. In addition, the newer studies have provided further evidence for the effects on IPE related to a number of different outcomes. Based on these conclusions, a series of key implications for the development of IPE are offered.
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Affiliation(s)
- Scott Reeves
- a Centre for Health & Social Care Research , Kingston University and St George's, University of London , London , UK
| | - Simon Fletcher
- a Centre for Health & Social Care Research , Kingston University and St George's, University of London , London , UK
| | - Hugh Barr
- b Centre for the Advancement of Interprofessional Education , London , UK
| | - Ivan Birch
- c Sheffield Teaching Hospitals NHS Foundation Trust , Sheffield , UK
| | - Sylvain Boet
- d Faculty of Medicine , University of Ottawa , Ottawa , ON , Canada
| | - Nigel Davies
- e Faculty of Health & Social Sciences, University of Bedfordshire , Bedford , UK
| | | | - Josette Rivera
- g Department of Medicine, University of California , San Francisco , CA , USA
| | - Simon Kitto
- d Faculty of Medicine , University of Ottawa , Ottawa , ON , Canada
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De Vries DR, Woods S, Fulton L, Jewell G. The validity and reliability of the Interprofessional Socialization and Valuing Scale for therapy professionals. Work 2016; 53:621-30. [DOI: 10.3233/wor-152224] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Affiliation(s)
| | - Suzanne Woods
- Central Michigan University, Mount Pleasant, MI, USA
| | | | - Gayla Jewell
- Grand Valley State University, Grand Rapids, MI, USA
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Kururi N, Tozato F, Lee B, Kazama H, Katsuyama S, Takahashi M, Abe Y, Matsui H, Tokita Y, Saitoh T, Kanaizumi S, Makino T, Shinozaki H, Yamaji T, Watanabe H. Professional identity acquisition process model in interprofessional education using structural equation modelling: 10-year initiative survey. J Interprof Care 2016; 30:175-83. [PMID: 26930464 DOI: 10.3109/13561820.2015.1092117] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
The mandatory interprofessional education (IPE) programme at Gunma University, Japan, was initiated in 1999. A questionnaire of 10 items to assess the students' understanding of the IPE training programme has been distributed since then, and the factor analysis of the responses revealed that it was categorised into four subscales, i.e. "professional identity", "structure and function of training facilities", "teamwork and collaboration", and "role and responsibilities", and suggested that these may take into account the development of IPE programme with clinical training. The purpose of this study was to examine the professional identity acquisition process (PIAP) model in IPE using structural equation modelling (SEM). Overall, 1,581 respondents of a possible 1,809 students from the departments of nursing, laboratory sciences, physical therapy, and occupational therapy completed the questionnaire. The SEM technique was utilised to construct a PIAP model on the relationships among four factors. The original PIAP model showed that "professional identity" was predicted by two factors, namely "role and responsibilities" and "teamwork and collaboration". These two factors were predicted by the factor "structure and function of training facilities". The same structure was observed in nursing and physical therapy students' PIAP models, but it was not completely the same in laboratory sciences and occupational therapy students' PIAP models. A parallel but not isolated curriculum on expertise unique to the profession, which may help to understand their professional identity in combination with learning the collaboration, may be necessary.
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Affiliation(s)
- Nana Kururi
- a Department of Rehabilitation Sciences, Graduate School of Health Sciences , Gunma University , Maebashi , Japan
| | - Fusae Tozato
- a Department of Rehabilitation Sciences, Graduate School of Health Sciences , Gunma University , Maebashi , Japan
| | - Bumsuk Lee
- a Department of Rehabilitation Sciences, Graduate School of Health Sciences , Gunma University , Maebashi , Japan
| | - Hiroko Kazama
- a Department of Rehabilitation Sciences, Graduate School of Health Sciences , Gunma University , Maebashi , Japan
| | - Shiori Katsuyama
- a Department of Rehabilitation Sciences, Graduate School of Health Sciences , Gunma University , Maebashi , Japan
| | - Maiko Takahashi
- a Department of Rehabilitation Sciences, Graduate School of Health Sciences , Gunma University , Maebashi , Japan
| | - Yumiko Abe
- b Department of Laboratory Sciences , Gunma University , Maebashi , Japan
| | - Hiroki Matsui
- b Department of Laboratory Sciences , Gunma University , Maebashi , Japan
| | - Yoshiharu Tokita
- b Department of Laboratory Sciences , Gunma University , Maebashi , Japan
| | - Takayuki Saitoh
- b Department of Laboratory Sciences , Gunma University , Maebashi , Japan
| | - Shiomi Kanaizumi
- c Department of Nursing, Graduate School of Health Sciences , Gunma University , Maebashi , Japan
| | - Takatoshi Makino
- c Department of Nursing, Graduate School of Health Sciences , Gunma University , Maebashi , Japan
| | - Hiromitsu Shinozaki
- c Department of Nursing, Graduate School of Health Sciences , Gunma University , Maebashi , Japan
| | - Takehiko Yamaji
- a Department of Rehabilitation Sciences, Graduate School of Health Sciences , Gunma University , Maebashi , Japan
| | - Hideomi Watanabe
- a Department of Rehabilitation Sciences, Graduate School of Health Sciences , Gunma University , Maebashi , Japan
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Maeno T. Interprofessional education. NIHON NAIKA GAKKAI ZASSHI. THE JOURNAL OF THE JAPANESE SOCIETY OF INTERNAL MEDICINE 2015; 104:2509-16. [PMID: 28530364 DOI: 10.2169/naika.104.2509] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Kururi N, Makino T, Kazama H, Tokita Y, Matsui H, Lee B, Kanaizumi S, Abe Y, Uchida Y, Asakawa Y, Shinozaki H, Tozato F, Watanabe H. Repeated cross-sectional study of the longitudinal changes in attitudes toward interprofessional health care teams amongst undergraduate students. J Interprof Care 2014; 28:285-91. [DOI: 10.3109/13561820.2014.891977] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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