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Melka D, Baheretibeb Y, Whitehead C. Perceptions of readiness for interprofessional learning among Ethiopian medical residents at Addis Ababa University: a mixed methods study. BMC MEDICAL EDUCATION 2024; 24:89. [PMID: 38273302 PMCID: PMC10811800 DOI: 10.1186/s12909-024-05055-4] [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: 05/30/2023] [Accepted: 01/11/2024] [Indexed: 01/27/2024]
Abstract
BACKGROUND Interprofessional learning is an important approach to preparing residents for collaborative practice. Limited knowledge and readiness of residents for interprofessional learning is considered one of the barriers and challenges for applying Interprofessional learning. We aimed to assess the perceptions of readiness of medical residents for interprofessional learning in Ethiopia. METHODS We conducted a parallel mixed-methods study design to assess the perceptions of readiness for interprofessional learning among internal medicine and neurology residents of Tikur Anbessa Specialized Teaching Hospital in Addis Ababa, Ethiopia, from May 1 to June 30, 2021. One hundred one residents were included in the quantitative arm of the study, using the Readiness for Interprofessional Learning Scale (RIPLS) tool. All internal medicine and neurology residents who consented and were available during the study period were included. SPSS/PC version 25 software packages for statistical analysis (SPSS) was used for statistical analysis. Descriptive statistics were summarized as mean and standard deviation for continuous data as well as frequencies and percentages to describe categorical variables. Data were presented in tables. In addition, qualitative interviews were undertaken with six residents to further explore residents' knowledge and readiness for IPL. Data were analyzed using a six-step thematic analysis. RESULTS Of the 101 residents surveyed, the majority of the study participants were male (74.3%). The total mean score of RIPLS was 96.7 ± 8.9. The teamwork and collaboration plus patient-centeredness sub-category of RIPLS got a higher score (total mean score: 59.3 ± 6.6 and 23.5 ± 2.5 respectively), whereas the professional identity sub-category got the lowest score (total mean score: 13.8 ± 4.7). Medical residents' perceptions of readiness for interprofessional learning did not appear to be significantly influenced by their gender, age, year of professional experience before the postgraduate study, and department. Additionally, the qualitative interviews also revealed that interprofessional learning is generally understood as a relevant platform of learning by neurology and internal medicine residents. CONCLUSIONS We found high scores on RIPLS for internal medicine and neurology postgraduate residents, and interprofessional learning is generally accepted as an appropriate platform for learning by the participants, which both suggest readiness for interprofessional learning. This may facilitate the implementation of interprofessional learning in the postgraduate medical curriculum in our setting. We recommend medical education developers in Ethiopia consider incorporating interprofessional learning models into future curriculum design.
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Affiliation(s)
- Dereje Melka
- Department of Neurology, Addis Ababa University School of Medicine, Addis Ababa, Ethiopia.
| | - Yonas Baheretibeb
- Department of Psychiatry, College of Health Sciences, Addis Ababa University, Addis Ababa, Ethiopia
| | - Cynthia Whitehead
- Department of Family and Community Medicine, University of Toronto, Director and Scientist at the Wilson Centre, Temerty Faculty of Medicine, University of Toronto and University Health Network, Toronto, Canada
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Stretton B, Bacchi S, Thomas J. A scoping review of patient-led teaching of health professions students. Intern Med J 2023; 53:629-634. [PMID: 37186360 DOI: 10.1111/imj.16066] [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: 11/11/2022] [Accepted: 01/04/2023] [Indexed: 05/17/2023]
Abstract
Patients with chronic health conditions may become experts in their own conditions. Thus, utilising patients as teachers, with autonomy over taught content, may better prepare students to deliver patient-centred care. A scoping review following Arksey and O'Malley and Joanna Briggs Institute framework was performed. A total of 2162 articles were identified and 28 unique studies were included. Patient teacher programmes range from single, short 1- to 2-h tutorials to longitudinal community-based programmes. These programmes are mutually beneficial for students, improving awareness of all patient-centred domains, and patients feel empowered by their roles in education.
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Affiliation(s)
- Brandon Stretton
- Adelaide Medical School, University of Adelaide, Adelaide, South Australia, Australia
- Central Adelaide Local Health Network, Adelaide, South Australia, Australia
| | - Stephen Bacchi
- Adelaide Medical School, University of Adelaide, Adelaide, South Australia, Australia
- Central Adelaide Local Health Network, Adelaide, South Australia, Australia
| | - Josephine Thomas
- Adelaide Medical School, University of Adelaide, Adelaide, South Australia, Australia
- Central Adelaide Local Health Network, Adelaide, South Australia, Australia
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Kaap-Fröhlich S, Ulrich G, Wershofen B, Ahles J, Behrend R, Handgraaf M, Herinek D, Mitzkat A, Oberhauser H, Scherer T, Schlicker A, Straub C, Waury Eichler R, Wesselborg B, Witti M, Huber M, Bode SFN. Position paper of the GMA Committee Interprofessional Education in the Health Professions - current status and outlook. GMS JOURNAL FOR MEDICAL EDUCATION 2022; 39:Doc17. [PMID: 35692364 PMCID: PMC9174072 DOI: 10.3205/zma001538] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Revised: 01/31/2022] [Accepted: 02/16/2022] [Indexed: 05/19/2023]
Abstract
In the wake of local initiatives and developmental funding programs, interprofessionality is now included in national curricula in the German-speaking countries. Based on the 3P model (presage, process, product), this position paper presents the development of interprofessional education in recent years in Germany, Austria and Switzerland and places it in an international context. Core aspects as legal frameworks, including amendments to occupational regulations as well as the formation of networks and faculty development are basic requirements for interprofessional education. New topics and educational settings take shape in the process of interprofessional education: patient perspectives and teaching formats, such as online courses, become more important or are newly established. The influence of the COVID-19 pandemic on interprofessional education is explored as well. Among many new interprofessional courses, particularly the implementation of interprofessional training wards in Germany and Switzerland are positive examples of successful interprofessional education. The objective of interprofessional education continues to be the acquisition of interprofessional competencies. The main focus is now centered on evaluating this educational format and testing for the corresponding competencies. In the future, more capacities will be required for interprofessional continuing education and post-graduate education. Structured research programs are essential to ascertain the effects of interprofessional education in the German-speaking countries. In this position paper the GMA committee on interprofessional education encourages further advancement of this topic and expresses the aim to continue cooperating with other networks to strengthen and intensify interprofessional education and collaboration in healthcare.
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Affiliation(s)
- Sylvia Kaap-Fröhlich
- Careum Foundation, Zurich, Switzerland
- Zurich University of Applied Sciences, Bachelor "Biomedical Laboratory Diagnostics", Wädenswil, Switzerland
| | | | - Birgit Wershofen
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Jonathan Ahles
- Albert-Ludwigs-University Freiburg, Medical Faculty, Office of the Dean of Studies, Freiburg, Germany
| | - Ronja Behrend
- Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Deans Office of Study Affairs, Semester Coordination, Berlin, Germany
| | - Marietta Handgraaf
- University of Applied Sciences, Department of Applied Health Sciences, Division of Physiotherapy, Bochum, Germany
| | - Doreen Herinek
- Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Health and Nursing Science, Berlin, Germany
| | - Anika Mitzkat
- Heidelberg University Hospital, Department of General Medicine and Health Services Research, Heidelberg, Germany
| | - Heidi Oberhauser
- fh gesundheit, fhg - Health University of Applied Sciences Tyrol, Innsbruck, Austria
| | - Theresa Scherer
- Bern University of Applied Sciences, Department of Health, Office for Interprofessional Teaching, Bern, Switzerland
| | - Andrea Schlicker
- Witten/Herdecke University, Faculty of Health, Department of Human Medicine, Witten, Germany
| | - Christine Straub
- University of Freiburg, Faculty of Medicine, Department of General Pediatrics, Adolescent Medicine and Neonatology, Medical Centre, Teaching and Teaching Research/Teaching Development Working Group, Freiburg, Germany
| | - Regina Waury Eichler
- Protestant University of Applied Sciences Berlin, Bachelor of Nursing degree program, Berlin, Germany
| | - Bärbel Wesselborg
- Fliedner Fachhochschule Düsseldorf, University of Applied Sciences, Nursing Education, Düsseldorf, Germany
| | - Matthias Witti
- Institute of Medical Education, University Hospital, LMU Munich, Munich, Germany
| | - Marion Huber
- Zurich University of Applied Sciences, Department of Interprofessional Teaching and Practice, Winterthur, Switzerland
| | - Sebastin F N Bode
- University of Freiburg, Faculty of Medicine, Department of General Pediatrics, Adolescent Medicine and Neonatology, Medical Centre, Teaching and Teaching Research/Teaching Development Working Group, Freiburg, Germany
- Ulm University, Ulm University Medical Center, Department of Pediatrics and Adolescent Medicine, Ulm, Germany
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Gosling C, King C, Williams B. Becoming a better paramedic through the special needs school placement program. NURSE EDUCATION TODAY 2022; 108:105181. [PMID: 34715562 DOI: 10.1016/j.nedt.2021.105181] [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: 02/17/2021] [Revised: 10/01/2021] [Accepted: 10/18/2021] [Indexed: 06/13/2023]
Abstract
Paramedics provide care in medical emergencies to patients with varying ages and from a range of settings, cultures, backgrounds and experiences. As such, the paramedic needs a very diverse skill set which is difficult to obtain at university. For this reason, undergraduate paramedic students often engage in clinical placements to apply their knowledge to real world experiences. Most of these placements, however, are in hospitals or ambulance settings, but part of the diverse community that paramedics treat are children with special needs, including children with disabilities. This study measured the attitudes of paramedic students to people with disabilities and explored the effectiveness of paramedic student clinical placements in special needs schools. 109 paramedic students enrolled in their first year of the Bachelor of Paramedicine at Monash University undertook placements in special needs schools across Victoria, Australia. These students completed the Interactions with Disabled Persons Scale. Of these students, 5 participated in two focus groups to gain a deeper understanding of their placement experience. The results showed that paramedic students enjoyed their placements and gained a more positive attitude towards special needs students, but also felt challenged and overwhelmed. Also found were four main characteristics that students believed paramedics needed to be effective; empathy, being genuine, the ability to listen to someone even though they are not speaking to you verbally, and the ability to gain the trust of someone quickly where gaining trust is difficult. This study was the first time an entire cohort of paramedic students have undertaken placements at special needs schools. The findings provide a baseline and incentive for further exploration of the benefits of the placement of paramedic students (and student from a variety of healthcare professions) in special needs schools, as well as other marginalised communities.
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Affiliation(s)
- Cameron Gosling
- Department of Paramedicine, Monash University, VIC, Australia
| | - Christine King
- Department of Paramedicine, Monash University, VIC, Australia
| | - Brett Williams
- Department of Paramedicine, Monash University, VIC, Australia.
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Hopkins S, Bacon R, Flynn A. Student outcomes for interprofessional education in student led clinics: A rapid review. J Interprof Care 2021; 36:234-244. [PMID: 33435773 DOI: 10.1080/13561820.2020.1858767] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Student-led clinics provide a unique opportunity for interprofessional education as part of the education of future allied health professionals. A rapid review was conducted to determine the benefits to allied health students participating in interprofessional education in student-led clinics. Studies were included if they took place within a student-led clinic, reported on outcomes for students and where the clinic involved interprofessional education for students from either two or more allied health professions, or one allied health and one nursing student. Results were analyzed using a descriptive qualitative approach. Five themes were identified: (a) understanding of own role and scope of practice; (b) understanding of the role and scope of practice of other professions; (c) individual benefits to the students; (d) impact on patient-centered care; and (c) understanding of how to work in an interprofessional team. These benefits indicate that student-led clinics are a suitable setting for the delivery of interprofessional education to allied health students. More research is needed that considers the long-term impact on these student outcomes following students' entry into the healthcare profession, as well as on the impact of specific components of the interprofessional education models on student outcomes.
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Affiliation(s)
- Sian Hopkins
- Discipline of Nutrition and Dietetics, Faculty of Health, University of Canberra, Canberra, Australia
| | - Rachel Bacon
- Discipline of Nutrition and Dietetics, Faculty of Health, University of Canberra, Canberra, Australia
| | - Allyson Flynn
- Discipline of Physiotherapy, Faculty of Health, University of Canberra, Canberra, Australia
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Ahmady S, Khabaz Mafinejad M. Another look at what teachers and students think about interprofessional learning as a shared experience in Iran: a qualitative research. BMJ Open 2018; 8:e020015. [PMID: 30381310 PMCID: PMC6224738 DOI: 10.1136/bmjopen-2017-020015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
OBJECTIVES To explore experiences of interprofessional learning (IPL), and how faculty and students might want to participate in IPL opportunities as a form of shared learning. DESIGN Qualitative study. SETTING The Ministry of Health and Medical Education which is accountable for rendering service to the public, providing healthcare needs and improving the quality of medical education was established in Iran in 1985, to integrate medical education with healthcare services. PARTICIPANTS A sample of six faculty members and seven students, purposively sampled for demographic characteristics and their experience regarding shared learning. METHODS A descriptive qualitative study using thematic analysis of content was conducted. Data were obtained using semistructured interviews and then analysed thematically. Data collection and analysis were concurrent. RESULTS Three categories were identified: the role of prologues in IPL, the role of structured IPL, and the role of context and structure in such a system for learning, representing seven subcategories. CONCLUSION The findings indicate that experiences of learning with different professionals are complex, and these experiences shape their present and future workplace relations. Matching the existing educational context and structure with IPL and providing planned interaction and reflection among professionals are necessary to support IPL.
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Affiliation(s)
- Soleiman Ahmady
- School of Management and Medical Education, Department of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Mahboobeh Khabaz Mafinejad
- Education Development Center, Health Professions Education Research Center, Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran
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Christiansen A, Jacob E, Twigg D. Is it time to consider a four year Nursing Bachelor Degree in Australia? A discussion paper. Collegian 2018. [DOI: 10.1016/j.colegn.2018.01.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Van Driel ML, McGuire TM, Stark R, Lazure P, Garcia T, Sullivan L. Learnings and challenges to deploy an interprofessional and independent medical education programme to a new audience. J Eur CME 2018; 6:1400857. [PMID: 29644141 PMCID: PMC5843047 DOI: 10.1080/21614083.2017.1400857] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2017] [Accepted: 10/27/2017] [Indexed: 12/05/2022] Open
Abstract
The importance of interprofessional education (IPE) in continuing medical education and professional development has long been recognised by health organisations and academic societies, benefiting not only patient outcomes and interprofessional relationships but also overall health systems and workforce shortage. We report on the outcomes of an Australian IPE activity on medication-overuse headache (MOH) with general practitioners (GPs) and community pharmacists as learners. The design of the activity, which followed the predisposing–enabling–reinforcing instructional framework by Green and Kreuter, aimed to: (1) improve knowledge and foster a willingness in GPs and pharmacists to work collaboratively to enhance the prevention, diagnosis and management of MOH; and (2) address their educational gap by demonstrating the utility of a blended learning IPE strategy on MOH. Integrated into the activity was an assessment of its effectiveness and impact to instil change in the participants’ knowledge of MOH, attitude and willingness to treat, and clinical practice behaviours of GPs and pharmacists to work together. The learners gained knowledge and confidence in diagnosing and managing MOH and in their ability to educate patients. The IPE approach suited the activity and was valued by the participating GPs and pharmacists, who seldom experience such learning formats. However, for educational providers in Australia, developing and deploying an independent medical education (IME) programme can be challenging. Providers of IMEs need to be aware of the potential pitfalls when competing with pharmaceutical-company-sponsored and delivered programmes.
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Affiliation(s)
- Mieke L Van Driel
- Primary Care Clinical Unit, Faculty of Medicine, University of Queensland, Brisbane, Australia
| | - Treasure M McGuire
- School of Pharmacy, University of Queensland, Brisbane, Australia.,Faculty of Health Sciences & Medicine, Bond University, Gold Coast, Australia.,Mater Pharmacy Services, Mater Health Services, Brisbane, Australia
| | - Richard Stark
- Neurology Department, Alfred Hospital, Melbourne, Australia.,Department of Medicine, Monash University, Melbourne, Australia
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Ward H, Gum L, Attrill S, Bramwell D, Lindemann I, Lawn S, Sweet L. Educating for interprofessional practice: moving from knowing to being, is it the final piece of the puzzle? BMC MEDICAL EDUCATION 2017; 17:5. [PMID: 28056948 PMCID: PMC5216552 DOI: 10.1186/s12909-016-0844-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/09/2016] [Accepted: 12/13/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Professional socialisation and identity arise from interactions occurring within university-based interprofessional education, and workplace-based interprofessional practice experience. However, it is unclear how closely language and concepts of academic learning situations align with workplace contexts for interprofessional learning. This paper reports on a study that brought together university-based educators responsible for teaching health professional students and health service-based practitioners who supervise students in the field. METHODS Interviews and focus groups with university-based educators and health service-base practitioners were used to explore perceptions of capabilities required for interprofessional practice. The qualitative data were then examined to explore similarities and differences in the language used by these groups. RESULTS This analysis identified that there were language differences between the university-based educators and health service based practitioners involved in the project. The former demonstrated a curriculum lens, focusing on educational activities, student support and supervision. Conversely, health service-based practitioners presented a client-centred lens, with a focus on communication, professional disposition, attitude towards clients and co-workers, and authenticity of practice. CONCLUSIONS Building on these insights, we theorise about the need for students to develop the self in order to be an interprofessional practitioner. The implications for health professional education in both university and workplace settings are explored.
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Affiliation(s)
- Helena Ward
- School of Medicine, The University of Adelaide, Adelaide, South Australia Australia
| | - Lyn Gum
- School of Medicine, Flinders University, Adelaide, South Australia Australia
| | - Stacie Attrill
- Speech Pathology, School of Health Science, Flinders University, Adelaide, South Australia Australia
| | - Donald Bramwell
- Flinders International Study Centre, Flinders University, Adelaide, South Australia Australia
| | - Iris Lindemann
- Health Professional Education, School of Medicine, Flinders University, Adelaide, South Australia Australia
| | - Sharon Lawn
- School of Medicine, Flinders University, Adelaide, South Australia Australia
| | - Linda Sweet
- School of Nursing and Midwifery, Flinders University, Adelaide, South Australia Australia
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Surmon L, Bialocerkowski A, Hu W. Perceptions of preparedness for the first medical clerkship: a systematic review and synthesis. BMC MEDICAL EDUCATION 2016; 16:89. [PMID: 26968816 PMCID: PMC4788861 DOI: 10.1186/s12909-016-0615-3] [Citation(s) in RCA: 53] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2015] [Accepted: 03/09/2016] [Indexed: 05/17/2023]
Abstract
BACKGROUND The transition from university-based to clerkship-based education can be challenging. Medical schools have introduced strategies to ease the transition, but there has been no systematic review synthesizing the evidence on the perceptions of preparedness of medical students for their first clerkship to support these interventions. This study therefore aimed to (1) identify and synthesize the published evidence on medical students' perceptions of preparedness for their first clerkship, and (2) identify factors that may impact on preparedness for clerkship, to better inform interventions aimed at easing this transition. METHODS Electronic databases (Medline, Journals@Ovid, CINAHL, ERIC, Web of Science, Embase) were searched without restriction and secondary searching of reference lists of included studies was also conducted. Included studies used quantitative or qualitative methodologies, involved medical students and addressed student/supervisor perceptions of preparedness for first clerkship. The first clerkship was defined as the first truly immersive educational experience during which the majority of learning was vocational and self-directed, as per the MeSH term 'clinical clerkship' and associated definition. Using an inductive thematic synthesis approach, 2 researchers independently extracted data, coded text (from results and discussion sections), and identified themes related to preparedness. Any disagreements were resolved by discussion and findings were then narratively synthesized. RESULTS The initial search identified 1214 papers. After removing duplicates and assessing abstracts and full articles against the inclusion criteria, 8 articles were included in the review. In general, the body of evidence was of sound methodological quality. Ten themes relating to perceptions of preparedness of medical students for their first clerkship were identified; competence, disconnection, links to the future, uncertainty, part of the team, time/workload, adjustment, curriculum, prior life experiences and learning. CONCLUSIONS Eight of the ten themes related to perceptions of preparedness are potentially amenable to curricula strategies to improve the transition experience. The evidence supports clinical skills refreshers, clarification of roles and expectations, demystification of healthcare hierarchy and assessment processes and student-student handovers. Evidence also supports preclinical educational strategies such as enhancing content contextualization, further opportunities for the application of knowledge and skills, and constructive alignment of assessment tasks and pedagogical aims.
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Affiliation(s)
- Laura Surmon
- />Medical Education Unit, School of Medicine, Western Sydney University, Bdg 30, Campbelltown Campus, Locked Bag 1797, Penrith South DC, NSW 1797 Australia
| | | | - Wendy Hu
- />Medical Education Unit, School of Medicine, Western Sydney University, Bdg 30, Campbelltown Campus, Locked Bag 1797, Penrith South DC, NSW 1797 Australia
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Grace S, McLeod G, Streckfuss J, Ingram L, Morgan A. Preparing health students for interprofessional placements. Nurse Educ Pract 2016; 17:15-21. [DOI: 10.1016/j.nepr.2016.02.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2014] [Revised: 01/10/2016] [Accepted: 02/02/2016] [Indexed: 10/22/2022]
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Gardner P, Slater H, Jordan JE, Fary RE, Chua J, Briggs AM. Physiotherapy students' perspectives of online e-learning for interdisciplinary management of chronic health conditions: a qualitative study. BMC MEDICAL EDUCATION 2016; 16:62. [PMID: 26879982 PMCID: PMC4754862 DOI: 10.1186/s12909-016-0593-5] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/05/2015] [Accepted: 02/10/2016] [Indexed: 05/25/2023]
Abstract
BACKGROUND To qualitatively explore physiotherapy students' perceptions of online e-learning for chronic disease management using a previously developed, innovative and interactive, evidence-based, e-learning package: Rheumatoid Arthritis for Physiotherapists e-Learning (RAP-eL). METHODS Physiotherapy students participated in three focus groups in Perth, Western Australia. Purposive sampling was employed to ensure maximum heterogeneity across age, gender and educational background. To explore students' perspectives on the advantages and disadvantages of online e-learning, ways to enhance e-learning, and information/learning gaps in relation to interdisciplinary management of chronic health conditions, a semi-structured interview schedule was developed. Verbatim transcripts were analysed using inductive methods within a grounded theory approach to derive key themes. RESULTS Twenty-three students (78 % female; 39 % with previous tertiary qualification) of mean (SD) age 23 (3.6) years participated. Students expressed a preference for a combination of both online e-learning and lecture-style learning formats for chronic disease management, citing flexibility to work at one's own pace and time, and access to comprehensive information as advantages of e-learning learning. Personal interaction and ability to clarify information immediately were considered advantages of lecture-style formats. Perceived knowledge gaps included practical application of interdisciplinary approaches to chronic disease management and developing and implementing physiotherapy management plans for people with chronic health conditions. CONCLUSIONS Physiotherapy students preferred multi-modal and blended formats for learning about chronic disease management. This study highlights the need for further development of practically-oriented knowledge and skills related to interdisciplinary care for people with chronic conditions among physiotherapy students. While RAP-eL focuses on rheumatoid arthritis, the principles of learning apply to the broader context of chronic disease management.
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Affiliation(s)
- Peter Gardner
- School of Physiotherapy and Exercise Science, Curtin University, GPO Box U1987, Perth, WA, 6845, Australia.
| | - Helen Slater
- School of Physiotherapy and Exercise Science, Curtin University, GPO Box U1987, Perth, WA, 6845, Australia.
| | - Joanne E Jordan
- HealthSense (Aust) Pty. Ltd., Melbourne, VIC, 3204, Australia.
| | - Robyn E Fary
- School of Physiotherapy and Exercise Science, Curtin University, GPO Box U1987, Perth, WA, 6845, Australia.
| | - Jason Chua
- School of Physiotherapy and Exercise Science, Curtin University, GPO Box U1987, Perth, WA, 6845, Australia.
- Department of Health, Government of Western Australia, PO Box 8172, Perth Business Centre, Perth, WA, 6849, Australia.
| | - Andrew M Briggs
- School of Physiotherapy and Exercise Science, Curtin University, GPO Box U1987, Perth, WA, 6845, Australia.
- Arthritis and Osteoporosis Victoria, PO Box 130, Caulfield South, VIC, 3162, Australia.
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Teodorczuk A, Khoo TK, Morrissey S, Rogers G. Developing interprofessional education: putting theory into practice. CLINICAL TEACHER 2016; 13:7-12. [DOI: 10.1111/tct.12508] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Andrew Teodorczuk
- School of Medical Education; Newcastle University; Newcastle upon Tyne UK
- Northumberland Tyne and Wear NHS Foundation Trust; Newcastle upon Tyne; UK
| | - Tien Kheng Khoo
- Menzies Health Institute Queensland; Griffith University; Queensland Australia
- School of Medicine; Griffith University; Queensland Australia
| | - Shirley Morrissey
- School of Applied Psychology; Griffith University; Queensland Australia
| | - Gary Rogers
- School of Medicine; Griffith University; Queensland Australia
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Fiddes PJ, Brooks PM, Komesaroff P. The patient is the teacher: ambulatory patient-centred student-based interprofessional education where the patient is the teacher who improves patient care outcomes. Intern Med J 2013; 43:747-50. [DOI: 10.1111/imj.12197] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2013] [Accepted: 03/25/2013] [Indexed: 11/30/2022]
Affiliation(s)
- P. J. Fiddes
- Peninsula Clinical School; Peninsula Health, Monash University
| | - P. M. Brooks
- Australian Health Workforce Institute; The University of Melbourne
| | - P. Komesaroff
- Monash Centre for Ethics in Medicine and Society, Alfred Hospital; Monash University; Melbourne; Victoria; Australia
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