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Makeen HA, Meraya AM, Alqahtani SS, Hendi A, Menachery SJ, Alam N, Banji D, Banji OJ, Sadili AEY, Hadi Daghriri S, Ali Alameer E. Exploring the awareness, attitude, and inclination of healthcare students towards interprofessional education: A cross-sectional study in Saudi Arabia. Saudi Pharm J 2023; 31:101784. [PMID: 37818251 PMCID: PMC10561119 DOI: 10.1016/j.jsps.2023.101784] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2023] [Accepted: 09/08/2023] [Indexed: 10/12/2023] Open
Abstract
Background Interprofessional education (IPE) is acknowledged to enhance understanding between professionals and to facilitate learning. Healthcare professionals may be better equipped to accept and esteem other healthcare professionals, if interprofessional education is incorporated into undergraduate curricula. The management of challenging patient issues may also significantly benefit from this. As a result, the current study examined interprofessional education in their institutions and students' knowledge of and attitudes toward it. Methodology We conducted a cross-sectional questionnaire-based study among students from a university in the southwest of Saudi Arabia, who were enrolled in courses in medical, pharmacy, nursing, dentistry, allied health, and public health. Following validation, the questionnaire included six questions to probe their knowledge, ten questions to gauge their attitude, and eleven questions to inquire about the growth and use of IPE in their institutions. Multiple regression and the Kruskal-Wallis test were used to examine the data. Results The survey involved 600 students, and 66.8% of the respondents were male. Less than one-third of students studying medicine replied to the survey, while students in the public health department had the lowest response rate. Compared to students in other programs, pharmacy students achieved a higher mean attitude score toward IPE (P < 0.001). Additionally, nursing and pharmacy students' mean IPE awareness scores were higher than those of medical students (P < 0.001). However, all program participants firmly agreed that integrating IPE into the curriculum was a good idea. Conclusions The study found that students of a few programs had awareness and a positive attitude toward interprofessional education. Nonetheless, all of them favored its inclusion in their curriculum. They also stressed the need to educate teaching faculty on interprofessional education, to develop skilled facilitators within their institutions.
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Affiliation(s)
- Hafiz A. Makeen
- Pharmacy Practice Research Unit, Department of Clinical Pharmacy, College of Pharmacy, Jazan University, Jazan, Saudi Arabia
| | - Abdulkarim M. Meraya
- Pharmacy Practice Research Unit, Department of Clinical Pharmacy, College of Pharmacy, Jazan University, Jazan, Saudi Arabia
| | - Saad S. Alqahtani
- Department of Clinical Pharmacy, College of Pharmacy, King Khalid University, Abha, Saudi Arabia
| | - Ali Hendi
- Department of Radiology, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia
| | - Santhosh J. Menachery
- Pharmacy Practice Research Unit, Department of Clinical Pharmacy, College of Pharmacy, Jazan University, Jazan, Saudi Arabia
| | - Nawazish Alam
- Pharmacy Practice Research Unit, Department of Clinical Pharmacy, College of Pharmacy, Jazan University, Jazan, Saudi Arabia
| | - David Banji
- Department of Pharmacology & Toxicology, College of Pharmacy, Jazan University, Jazan, Saudi Arabia
| | - Otilia J.F. Banji
- Pharmacy Practice Research Unit, Department of Clinical Pharmacy, College of Pharmacy, Jazan University, Jazan, Saudi Arabia
| | - Ali Essa Y. Sadili
- Pharmacy Practice Research Unit, Department of Clinical Pharmacy, College of Pharmacy, Jazan University, Jazan, Saudi Arabia
| | - Sakr Hadi Daghriri
- Pharmacy Practice Research Unit, Department of Clinical Pharmacy, College of Pharmacy, Jazan University, Jazan, Saudi Arabia
- Pharmacy Care Department, King Abdulaziz Hospital, Al Ahsa, Saudi Arabia
| | - Essam Ali Alameer
- Pharmacy Practice Research Unit, Department of Clinical Pharmacy, College of Pharmacy, Jazan University, Jazan, Saudi Arabia
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Kim M, Lee J, Choi S. Clinical practice experience of doctor of philosophy nurses in South Korea: a qualitative study. Int J Qual Stud Health Well-being 2022; 17:2123939. [PMID: 36102155 PMCID: PMC9487966 DOI: 10.1080/17482631.2022.2123939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Purpose This study aimed to gain a broader understanding of the clinical practice experience of Doctor of Philosophy nurses working in nursing positions. Method Participants were 15 full-time nurses who are current Doctor of Philosophy candidates or have acquired a Doctor of Philosophy in nursing. Data were collected through face-to-face interviews and the participants’ diaries, which were analysed using a descriptive qualitative method. Results The patient care experiences of Doctor of Philosophy nurses in clinical practice were grouped into four themes: “providing evidence-based and patient-specific education,” “proactively taking responsible for communicating with patients,” “enhancing the quality of nursing through reflective attitudes,” and “advocating for patients using a multifaceted approach.” The factors facilitating or inhibiting clinical practice were identified with three themes. Conclusion This study revealed that the Doctor of Philosophy nurses used the knowledge and experience they gained in their Doctor of Philosophy nursing programme to serve as role models for the advancement of nursing education and evidence-based practice.
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Affiliation(s)
- Miyoung Kim
- College of Nursing, Ewha Womans University, Seoul, Republic of Korea
| | - Jihae Lee
- Department of Nursing, Seojeong University, Gyeonggi-do, Republic of Korea
| | - Sujin Choi
- Department of Nursing, College of Medicine, Soonchunhyang University, Chungcheongnam-do, Republic of Korea
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Raj S, Kelly D, Siddig M, Muppidi P, O’Connor C, Mckeague H, Dixon M, Alshahrani MS, Alhazmi A, Elmusharaf K. Design and Evaluation of Interprofessional Training Program for Healthcare Students from Collectivistic Culture. MEDICAL SCIENCE EDUCATOR 2022; 32:447-455. [PMID: 35528296 PMCID: PMC9054974 DOI: 10.1007/s40670-022-01536-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/11/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Healthcare is team-based, and with increased mobility of healthcare workers, most of them will work with team members from all over the globe. Interprofessional education (IPE) research has mostly focused on specially designed programs in academic health institutions to prepare students for multidisciplinary work. Few IPE programs aim to integrate students with mixed disciplines from collectivist cultures. METHODS This mixed-methods study was conducted between June and August 2019. Surveys and an e-portfolio were recorded of 33 final-year and graduated health professional students' participation in an 8-week IPE summer program at a medical school in Ireland. Survey results are described, and the content of portfolios was analyzed based on the deductive analysis of qualitative data derived from questions. RESULTS Students reported the greatest improvement in presentation skills (63.6%), followed by communication (54.5%), team working skills (93.9%), and interprofessional learning (42.4%), respectively. Qualitative findings highlighted challenges for students from a collectivist culture adapting to an IPE: uncomfortable verbally expressing themselves in problem-based learning (PBL) and how to work with other sex. Positive themes about IPE that emerged were enjoyment in sharing ideas and building trust with PBL groups. We learned that the program had to be flexible enough to meet the educational requirements of a target community with mixed English language ability and adaptability to IPE. CONCLUSION The authors propose that an international PBL-based summer program is effective in improving healthcare students' attitudes towards IPE. This study provides valuable insights to facilitate the development of further IPE programs to increased collaboration between students across various healthcare disciplines. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01536-7.
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Affiliation(s)
- Sonika Raj
- Public Health Master Programme, University of Limerick, Limerick, Ireland
- Health Research Institute, University of Limerick, Limerick, Ireland
| | - Dervla Kelly
- Public Health Master Programme, University of Limerick, Limerick, Ireland
- School of Medicine, University of Limerick, Limerick, Ireland
- Health Research Institute, University of Limerick, Limerick, Ireland
| | - MuizzI Siddig
- Public Health Master Programme, University of Limerick, Limerick, Ireland
| | | | - Chris O’Connor
- Public Health Master Programme, University of Limerick, Limerick, Ireland
| | - Helena Mckeague
- School of Medicine, University of Limerick, Limerick, Ireland
| | - Mark Dixon
- School of Medicine, University of Limerick, Limerick, Ireland
| | | | | | - Khalifa Elmusharaf
- Public Health Master Programme, University of Limerick, Limerick, Ireland
- School of Medicine, University of Limerick, Limerick, Ireland
- Health Research Institute, University of Limerick, Limerick, Ireland
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Coffin D, Collins M, Waldman-Levi A. Fostering Inter-Professional Education through Service Learning: The Belize Experience. Occup Ther Health Care 2021; 35:217-226. [PMID: 33511896 DOI: 10.1080/07380577.2021.1877862] [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: 10/22/2022]
Abstract
Service-learning and interprofessional education are forms of experiential learning that instill confidence in students. This pilot study used a post-service learning survey to explore the benefits of interprofessional education in a service-learning experience with students. Findings indicated that this service-learning experience contributed to the development of cultural awareness, and professional skills, as well as increased team attitudes and perceptions related to the respective roles of occupational and physical therapy students. The following report describes students' perspectives and satisfaction concerning professional development, interprofessional education, and cultural awareness utilizing quantitative and qualitative descriptors.
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Affiliation(s)
- Dale Coffin
- Department of Occupational Therapy, Long Island University-Brooklyn, Brooklyn, NY, USA
| | - Mechelle Collins
- Department of Occupational Therapy, Long Island University-Brooklyn, Brooklyn, NY, USA
| | - Amiya Waldman-Levi
- Department of Occupational Therapy, Long Island University-Brooklyn, Brooklyn, NY, USA
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Langlois S, Peterkin A. Promoting Collaborative Competencies through the arts and humanities: Lessons learned from an innovative IPE certificate program. ACTA ACUST UNITED AC 2019. [DOI: 10.1016/j.xjep.2019.100267] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Monahan L, Monahan M, Chang L. Applying art observation skills to standardized patients. Appl Nurs Res 2019; 48:8-12. [PMID: 31266613 DOI: 10.1016/j.apnr.2019.05.004] [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] [Received: 03/18/2019] [Accepted: 05/07/2019] [Indexed: 10/26/2022]
Abstract
AIM In this interprofessional education Art Applications Workshop, 104 medicine, nursing and psychology students apply skills developed through visual arts observations that enhance students' collaboration, communication, and observational skills to standardized patient encounters. Students observe two-dimensional images, write case reports on the paintings' subjects, and apply principles to complete assessment notes on standardized patients. This descriptive paper's goal is to disseminate this interprofessional curriculum and share experiences in implementing this workshop. BACKGROUND Visual arts education in healthcare programs expand students' visual, tactile and oral expression, especially in collaborative team settings. METHODS In session 1, student teams analyze paintings and learn visual assessment techniques. In session 2, student teams observe paintings in a museum setting and write observations in case notes. In session 3, student teams apply visual assessment techniques to standardized patient interviews, write patient histories, assessment notes, and finally, complete post-survey self-evaluations. RESULTS In the standardized patient assessment 73% of students made accurate diagnosis with supporting evidence in patient histories and notes. In post-survey results, 91% of students agreed/strongly agreed they improved their visual observation skills, 92% agreed/strongly agreed they improved their communication skills in listening and encouraging the ideas and opinions of other team members, 91% agreed/strongly agreed they are more confident in communicating with students from different disciplines, and 97% agreed/strongly agreed they are more confident in collaborating with students from different disciplines. CONCLUSIONS This Workshop demonstrates enhanced self-reported perceptions of collaboration, observation, and communication skills in case notes and standardized patient assessment notes.
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Affiliation(s)
- Laura Monahan
- Texas A&M University, Corpus Christi, TX, United States of America.
| | - Michael Monahan
- Texas A&M University, Corpus Christi, TX, United States of America
| | - Linda Chang
- University of Illinois at Chicago, Rockford, IL, United States of America
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Engel J, Prentice D, Hicks R. Where Does the Patient Fit? An Analysis of Word Use Within the Context of Interprofessional Collaborative Care. Glob Qual Nurs Res 2019; 6:2333393619889353. [PMID: 31840037 PMCID: PMC6900618 DOI: 10.1177/2333393619889353] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2019] [Revised: 10/17/2019] [Accepted: 10/24/2019] [Indexed: 11/15/2022] Open
Abstract
Patient-centeredness is considered central to interprofessional collaborative patient care as a participatory, partnered approach between health care professionals and patients. Content analysis of 501 articles from the 1986, 1987, 1988, 1996, 2006, 2013, 2014, and 2018 volumes of a selected journal was undertaken. The purposes were to identify contexts in which the term patient was used in articles with a primary focus on interprofessional care and to identify trends in its usage. With Dilthey's ideas on language as a framework, patient and its variations in the articles were coded under five categories. Findings suggest that the term patient appears predominantly as a modifier for activities enacted by experts and a platform for the discussion of relationships among professionals. There is limited evidence that use of the term patient fits within the context of partnership, suggesting that the language in published interprofessional collaborative research and discussion is currently largely expert, not patient-centered.
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Affiliation(s)
- Joyce Engel
- Brock University, St. Catharines, Ontario, Canada
| | | | - Rachel Hicks
- Brock University, St. Catharines, Ontario, Canada
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Huang KY, Kwon SC, Cheng S, Kamboukos D, Shelley D, Brotman LM, Kaplan SA, Olugbenga O, Hoagwood K. Unpacking Partnership, Engagement, and Collaboration Research to Inform Implementation Strategies Development: Theoretical Frameworks and Emerging Methodologies. Front Public Health 2018; 6:190. [PMID: 30050895 PMCID: PMC6050404 DOI: 10.3389/fpubh.2018.00190] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2018] [Accepted: 06/21/2018] [Indexed: 12/11/2022] Open
Abstract
Background: Partnership, engagement, and collaboration (PEC) are critical factors in dissemination and implementation (D&I) research. Despite a growing recognition that incorporating PEC strategies in D&I research is likely to increase the relevance, feasibility, impacts, and of evidence-based interventions or practices (EBIs, EBPs), conceptual frameworks and methodologies to guide the development and testing of PEC strategies in D&I research are lacking. To address this methodological gap, a review was conducted to summarize what we know, what we think we know, and what we need to know about PEC to inform D&I research. Methods: A cross-field scoping review, drawing upon a broad range of PEC related literature in health, was conducted. Publications reviewed focused on factors influencing PEC, and processes, mechanisms and strategies for promoting effective PEC. The review was conducted separately for three forms of partnerships that are commonly used in D&I research: (1) consumer-provider or patient-implementer partnership; (2) delivery system or implementation team partnership; and (3) sustainment/support or interagency/community partnership. A total of 39 studies, of which 21 were review articles, were selected for an in-depth review. Results: Across three forms of partnerships, four domains (cognitive, interpersonal/affective, behavioral, and contextual domains) were consistently identified as factors and strategies for promoting PEC. Depending on the stage (preparation or execution) and purpose of the partnership (regulating performance or managing maintenance), certain PEC strategies are more or less relevant. Recent developments of PEC frameworks, such as Partnership Stage of Change and multiple dynamic processes, provide more comprehensive conceptual explanations for PEC mechanisms, which can better guide PEC strategies selection and integration in D&I research. Conclusions: This review contributes to D&I knowledge by identifying critical domain factors, processes, or mechanisms, and key strategies for PEC, and offers a multi-level PEC framework for future research to build the evidence base. However, more research is needed to test PEC mechanisms.
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Affiliation(s)
- Keng-Yen Huang
- Department of Population Health, New York University School of Medicine, New York, NY, United States
| | - Simona C Kwon
- Department of Population Health, New York University School of Medicine, New York, NY, United States
| | - Sabrina Cheng
- Department of Population Health, New York University School of Medicine, New York, NY, United States
| | - Dimitra Kamboukos
- Department of Population Health, New York University School of Medicine, New York, NY, United States
| | - Donna Shelley
- Department of Population Health, New York University School of Medicine, New York, NY, United States
| | - Laurie M Brotman
- Department of Population Health, New York University School of Medicine, New York, NY, United States
| | - Sue A Kaplan
- Department of Population Health, New York University School of Medicine, New York, NY, United States
| | - Ogedegbe Olugbenga
- Department of Population Health, New York University School of Medicine, New York, NY, United States
| | - Kimberly Hoagwood
- Child and Adolescent Psychiatry, New York University School of Medicine, New York, NY, United States
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Doherty RF, Knab M, Cahn PS. Getting on the same page: an interprofessional common reading program as foundation for patient-centered care. J Interprof Care 2018; 32:444-451. [DOI: 10.1080/13561820.2018.1433135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Regina F. Doherty
- Department of Occupational Therapy, School of Health and Rehabilitation Sciences, MGH Institute of Health Professions, Boston, MA
| | - Mary Knab
- Center for Interprofessional Studies and Innovation, MGH Institute of Health Professions, Boston, MA
| | - Peter S. Cahn
- Center for Interprofessional Studies and Innovation, MGH Institute of Health Professions, Boston, MA
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Riskiyana R, Claramita M, Rahayu GR. Objectively measured interprofessional education outcome and factors that enhance program effectiveness: A systematic review. NURSE EDUCATION TODAY 2018; 66:73-78. [PMID: 29684835 DOI: 10.1016/j.nedt.2018.04.014] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2017] [Revised: 03/14/2018] [Accepted: 04/12/2018] [Indexed: 06/08/2023]
Abstract
Several studies have been conducted to evaluate the implementation of interprofessional education (IPE) across the globe. By looking at the timeline of each previous study, it can be inferred that the implementation of IPE has been improving continuously. However, the effectiveness of IPE still cannot be easily generalized due to misconceptions regarding how interprofessional collaboration capabilities should be evaluated. This study aims to generalize the learning outcomes that were produced by IPE in a global context and analyse the contributing factors. A systematic review was conducted within seven online databases as well as paperback periodical publications to search for the intended articles. A set of four criterions were assigned prior to the study using the standard Population-Intervention-Context-Outcome (PICO) model to ensure the included articles matched the study objectives. The quality of studies were appraised using the Medical Education Research Study Quality Improvement (MERSQI). Each included article was analysed using the narrative method to obtain the relevant information. Sixteen articles included in this study showed that IPE improved interprofessional collaborative knowledge, skills, and behaviour based on objective measurements. Complexity of the learning material, appropriateness of the program design, and referral to a specific standard of competence were assumed to play significant role towards the effectiveness of interprofessional education. This study results in several recommendation for future development of IPE, including a specific suggestion for its development in Asia region.
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Affiliation(s)
- R Riskiyana
- Postgraduate Program of Medical Education, Faculty of Medicine, Universitas Gadjah Mada, Indonesia.
| | - M Claramita
- Department of Medical Education, Faculty of Medicine, Universitas Gadjah Mada, Indonesia
| | - G R Rahayu
- Department of Medical Education, Faculty of Medicine, Universitas Gadjah Mada, Indonesia
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Becker S, Körner M, Müller C, Lippenberger C, Rundel M, Zimmermann L. Development and pilot testing of an interprofessional patient-centered team training programme in medical rehabilitation clinics in Germany: a process evaluation. BMC MEDICAL EDUCATION 2017; 17:120. [PMID: 28705207 PMCID: PMC5512750 DOI: 10.1186/s12909-017-0960-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2016] [Accepted: 07/04/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Interprofessional teamwork is considered to be a key component of patient-centred treatment in healthcare, and especially in the rehabilitation sector. To date, however, no interventions exist for improving teamwork in rehabilitation clinics in Germany. A team training programme was therefore designed that is individualised in content but standardised regarding methods and process. It is clinic specific, task related, solution focused and context oriented. The aim of the study was to implement and evaluate this training for interprofessional teams in rehabilitation clinics in Germany. METHODS The measure consists of a training of a varying number of sessions with rehabilitation teams that consists of four distinct phases. Those are undergone chronologically, each with clinic-specific contents. It was implemented between 2013 and 2014 in five rehabilitation clinics in Germany and evaluated by the participants via questionnaire (n = 52). RESULTS Staff in three clinics evaluated the programme as helpful, in particular rating moderation, discussions and communication during the training positively. Staff in the remaining two clinics rated it as not very or not helpful and mentioned long-term structural problems or a lack of need for team training as a reason for this. CONCLUSIONS The team training is applicable and accepted by staff. It should, however, be tested in a greater sample and compared with a control group. Processes should be studied in more detail in order to determine what differentiates successful from non-successful interventions and the different requirements each of these might have.
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Affiliation(s)
- Sonja Becker
- Medical Psychology and Medical Sociology, Medical Faculty, University of Freiburg, Hebelstraße 29, 79104 Freiburg, Germany
| | - Mirjam Körner
- Medical Psychology and Medical Sociology, Medical Faculty, University of Freiburg, Hebelstraße 29, 79104 Freiburg, Germany
| | - Christian Müller
- Saarland University of Cooperative Education in Health Care and Welfare, Saarbrücken, Germany
| | - Corinna Lippenberger
- Medical Psychology and Medical Sociology, Medical Faculty, University of Freiburg, Hebelstraße 29, 79104 Freiburg, Germany
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Varpio L, Grassau P, Hall P. Looking and listening for learning in arts- and humanities-based creations. MEDICAL EDUCATION 2017; 51:136-145. [PMID: 27882576 DOI: 10.1111/medu.13125] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2015] [Revised: 03/24/2016] [Accepted: 05/17/2016] [Indexed: 06/06/2023]
Abstract
CONTEXT The arts and humanities are gradually gaining a foothold in health professions education as a means of supporting the development of future clinicians who are compassionate, critical and reflexive thinkers, while also strengthening clinical skills and practices that emphasise patient-centredness, collaboration and interprofessional practices. Assignments that tap into trainee creativity are increasingly used both to prepare learners for the demands of clinical work and to understand the personal and professional challenges learners face in these contexts. Health professions educators need methods for interpreting these creations in order to understand each learner's expressions. This paper describes two theoretical frameworks that can be used to understand trainees' unique learning experiences as they are expressed in arts- and humanities-based creations. METHODS The authors introduce the philosophical underpinnings and interpretation procedures of two theoretical frameworks that enable educators to 'hear' and 'see' the multilayered expressions embedded within arts- and humanities-based student creations: Gilligan's Listening Guide and Kress and van Leeuwen's approach to visual rhetoric. To illustrate how these frameworks can be used, the authors apply them to two creative summaries that learners made as part of a humanities-informed, interprofessional education intervention that took place in a non-acute-care teaching hospital. The interpretations of two creative summaries, a poem and a pair of paintings, highlight how applying these theoretical frameworks can offer important insights into learners' experiences. CONCLUSIONS This cross-cutting edge paper describes how the Listening Guide and visual rhetoric can help health professions educators listen to and read the arts- and humanities-based creative expressions made by learners. Insights gained from these interpretations can advance the understanding of students' personal experiences in different learning environments and can inform curriculum development.
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Affiliation(s)
- Lara Varpio
- Department of Medicine, Uniformed Services University of Health Sciences, Bethesda, Maryland, USA
| | - Pamela Grassau
- Palliative Care Research and Education, Bruyére Research Institute, Ottawa, Ontario, Canada
| | - Pippa Hall
- Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada
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Lennen N, Miller B. Introducing Interprofessional Education in Nursing Curricula. TEACHING AND LEARNING IN NURSING 2017. [DOI: 10.1016/j.teln.2016.07.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Reeves S, Boet S, Zierler B, Kitto S. Interprofessional Education and Practice Guide No. 3: Evaluating interprofessional education. J Interprof Care 2015; 29:305-12. [DOI: 10.3109/13561820.2014.1003637] [Citation(s) in RCA: 105] [Impact Index Per Article: 11.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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