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1دورية أكاديمية
المؤلفون: Courtney Haviland, Janet Green, Kristina Dzara, Wendy O. Hardiman, Emil R. Petrusa, Yoon Soo Park, Ariel S. Frey-Vogel
المصدر: BMC Medical Education, Vol 22, Iss 1, Pp 1-8 (2022)
مصطلحات موضوعية: Psychological safety, Interprofessional simulation, Nurse/physician relationship, Interprofessional teamwork, Special aspects of education, LC8-6691, Medicine
الوصف: Abstract Background Effective teamwork in interdisciplinary healthcare teams is necessary for patient safety. Psychological safety is a key component of effective teamwork. The baseline psychological safety on pediatric inpatient healthcare teams is unknown. The purpose of this study is to determine the baseline psychological safety between pediatric nurses and residents and examine the impact of an interdisciplinary nighttime simulation curriculum. Methods A convergent, multistage mixed methods approach was used. An interprofessional simulation curriculum was implemented fall 2020 to spring 2021. Qualitative focus group data and quantitative survey data on team psychological safety were collected and compared, both pre- and post-intervention and across nurses and residents. Thematic analysis of the qualitative data was conducted, and themes integrated with survey findings. Results Data were collected from 30 nurses and 37 residents pre-intervention and 32 and 38 post-intervention, respectively. Residents and nurses negatively rated psychological safety (pre-intervention mean = 3.40 [SD = 0.72]; post-intervention mean = 3.35 [SD = 0.81]). At both times psychological safety was rated significantly lower for residents (pre-intervention mean = 3.11 [SD = 0.76], post-intervention mean = 2.98 [SD = 0.84]) than nurses (pre-intervention mean = 3.76 [SD = 0.45], post-intervention mean = 3.79 [SD = 0.50]), all P
وصف الملف: electronic resource
العلاقة: https://doaj.org/toc/1472-6920Test
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2دورية أكاديمية
المؤلفون: M Flentje, V Hagemann, G Breuer, P Bintaro, H Eismann
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-9 (2021)
مصطلحات موضوعية: Patient fall, Non-technical skill, Interprofessional teamwork, Collective Orientation, Student learning, Simulation, Special aspects of education, LC8-6691, Medicine
الوصف: Abstract Background Teamwork is an important success factors for patient treatment. The willingness of a healthcare provider to work in a team can be descripted with the construct of “Collective Orientation” (CO). The level of CO can be trained and is related to team performance. In this study, we investigated the effect of a simulator-based interprofessional training on the subject of patient fall in a hospital setting upon participations CO. To evaluate whether the course could be integrated into a longitudinal education concept, the participants were medical students and student nurses. Since effects of simulations can be influenced by the perceived reality, the results were measured as a function of Presence. Method In this observation study, 62 medical students and student nurses took part in six one-day interprofessional simulation trainings with the topic patient fall. The primary outcome was the mean difference between the CO measured immediately before (T1) and after the training (T2). The Presence of the participants was measured by questionnaire immediately after the course (T2). Results Cronbach´s alpha for all scales and measurement points was higher than 0.69. CO increases over all professional groups from M = 3.42 (SD = 0.39) to M = 3.68 (SD = 0.54) significantly (p
وصف الملف: electronic resource
العلاقة: https://doaj.org/toc/1472-6920Test
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المؤلفون: G Breuer, Hendrik Eismann, P Bintaro, Hagemann, Markus Flentje
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-9 (2021)
BMC Medical Educationمصطلحات موضوعية: Students, Medical, Attitude of Health Personnel, Collective Orientation, Hospital setting, Interprofessional Relations, media_common.quotation_subject, education, Interprofessional teamwork, Nurses, Education, Student learning, 03 medical and health sciences, 0302 clinical medicine, Orientation (mental), Humans, Non-technical skill, 030212 general & internal medicine, Patient fall, Curriculum, media_common, Patient Care Team, Teamwork, Medical education, LC8-6691, Success factors, 030208 emergency & critical care medicine, General Medicine, Special aspects of education, Medicine, Students, Nursing, Psychology, Construct (philosophy), Simulation, Professional group, Research Article
الوصف: Background Teamwork is an important success factors for patient treatment. The willingness of a healthcare provider to work in a team can be descripted with the construct of “Collective Orientation” (CO). The level of CO can be trained and is related to team performance. In this study, we investigated the effect of a simulator-based interprofessional training on the subject of patient fall in a hospital setting upon participations CO. To evaluate whether the course could be integrated into a longitudinal education concept, the participants were medical students and student nurses. Since effects of simulations can be influenced by the perceived reality, the results were measured as a function of Presence. Method In this observation study, 62 medical students and student nurses took part in six one-day interprofessional simulation trainings with the topic patient fall. The primary outcome was the mean difference between the CO measured immediately before (T1) and after the training (T2). The Presence of the participants was measured by questionnaire immediately after the course (T2). Results Cronbach´s alpha for all scales and measurement points was higher than 0.69. CO increases over all professional groups from M = 3.42 (SD = 0.39) to M = 3.68 (SD = 0.54) significantly (p r = .5). Only the subscale “Dominance” in the professional group of the student nurses did not increase significantly. There was no correlation between Presence and the change in CO. Conclusion The questionnaires of CO and Presence can be applied to medical students and student nurses. The simulation course with the topic patient fall influences the CO and can be integrated in a longitudinal curriculum of teamwork training. The subscale “Dominance” of student nurses did not change. Preparatory learning units may increase the effects. The perceived reality of the scenario is not a main success factor.
الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b496ec1f132462370e40d3f362c0d873Test
https://doi.org/10.1186/s12909-021-02804-7Test -
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المؤلفون: Jaclyn Albin, Milette Siler, Ahana Sen, Emily Magallanes
المصدر: BMC Medical Education
BMC Medical Education, Vol 21, Iss 1, Pp 1-7 (2021)مصطلحات موضوعية: Medical education, Counseling, medicine.medical_specialty, Students, Medical, Mediterranean diet, Nutritional Sciences, Nutrition Education, lcsh:Medicine, Disease, 030204 cardiovascular system & hematology, Education, Lifestyle change, 03 medical and health sciences, 0302 clinical medicine, Nutrition education, Medicine, Interprofessional teamwork, Humans, In patient, 030212 general & internal medicine, Risk factor, lcsh:LC8-6691, lcsh:Special aspects of education, business.industry, lcsh:R, Culinary medicine, General Medicine, United States, Diet, Positive response, Family medicine, Curriculum, business, Research Article
الوصف: Background Although a poor diet is the number one risk factor for early death in the United States and globally, physicians receive little to no training in dietary interventions and lack confidence counseling patients about lifestyle modifications. Innovative, interprofessional strategies to address these gaps include the emergence of culinary medicine, a hands-on approach to teaching the role of food in health outcomes. We sought to assess the impact of a culinary medicine elective on counseling confidence, awareness of an evidence-based approach to nutrition, and understanding of the role of interprofessional teamwork in dietary lifestyle change among medical students at one undergraduate medical school. Methods We administered pre- and post-course surveys to two cohorts of medical students (n = 64 at pre-test and n = 60 at post-test) participating in a culinary medicine enrichment elective. Chi-square analysis was used to assess the relationship between participation in the course and a positive response to each survey item. Results Compared with the baseline, students participating in culinary medicine were more likely to feel confident discussing nutrition with patients (29% vs 92%; p p p Conclusions Culinary medicine shows promise as an impactful educational strategy among first-year medical students for increasing counseling confidence, promoting familiarity with evidence-based nutrition interventions, and augmenting understanding of the role of interprofessional engagement to address lifestyle-related disease.
الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::30b7cd68c02067693b193284e261a004Test
http://europepmc.org/articles/PMC7863372Test -
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المؤلفون: Craig Mellis, Christie van Diggele, Chris Roberts, Annette Burgess
المصدر: BMC Medical Education, Vol 20, Iss S2, Pp 1-6 (2020)
BMC Medical Educationمصطلحات موضوعية: Critical approach, 020205 medical informatics, Health Personnel, Interprofessional Relations, media_common.quotation_subject, education, lcsh:Medicine, Review, 02 engineering and technology, Education, 03 medical and health sciences, 0302 clinical medicine, Multidisciplinary approach, 0202 electrical engineering, electronic engineering, information engineering, Humans, Interprofessional teamwork, Quality (business), 030212 general & internal medicine, Cooperative Behavior, media_common, Interprofessional education, lcsh:LC8-6691, Medical education, Teamwork, Multidisciplinary, lcsh:Special aspects of education, business.industry, lcsh:R, International health, General Medicine, Collaboration, Workforce, Facilitation, business, Psychology
الوصف: Interprofessional education (IPE) is a critical approach for preparing students to enter the health workforce, where teamwork and collaboration are important competencies. IPE has been promoted by a number of international health organisations, as part of a redesign of healthcare systems to promote interprofessional teamwork, to enhance the quality of patient care, and improve health outcomes. In response, universities are beginning to create and sustain authentic and inclusive IPE activities, with which students can engage. A growing number of health professionals are expected to support and facilitate interprofessional student groups. Designing interprofessional learning activities, and facilitating interprofessional groups of students requires an additional layer of skills compared with uniprofessional student groups. This article outlines the key points for planning and practicing interprofessional facilitation within the classroom and clinical setting.
الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2f196c6132e98b96cfb4e27a6e56804aTest
https://doi.org/10.1186/s12909-020-02286-zTest -
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المؤلفون: Christie van Diggele, Craig Mellis, Annette Burgess, Chris Roberts
المصدر: BMC Medical Education
BMC Medical Education, Vol 20, Iss S2, Pp 1-4 (2020)مصطلحات موضوعية: Peer teacher training, Interprofessional, 020205 medical informatics, lcsh:Medicine, Context (language use), 02 engineering and technology, Training (civil), Peer Group, Education, Feedback, 03 medical and health sciences, 0302 clinical medicine, Health care, 0202 electrical engineering, electronic engineering, information engineering, ComputingMilieux_COMPUTERSANDEDUCATION, Professional skills, Interprofessional teamwork, Humans, Learning, 030212 general & internal medicine, Curriculum, lcsh:LC8-6691, Medical education, Introduction, lcsh:Special aspects of education, Health professionals, ComputingMilieux_THECOMPUTINGPROFESSION, business.industry, Teaching, lcsh:R, Clinical teacher training, General Medicine, Teacher Training, Successful programs, Blended learning, business, Psychology
الوصف: Skills in supervision, teaching, facilitation, assessment and feedback, leadership and interprofessional teamwork are required graduate attributes for health professionals. Despite this, the opportunity for learning these skills is rarely embedded within undergraduate and postgraduate health professional training curricula. Additionally, there are limited examples of interprofessional delivery of teaching programs. Since teaching skills can be learned, healthcare faculties play an important role in improving the teaching abilities of their students. At the University of Sydney, we developed and implemented interprofessional, blended learning teacher training programs for health professional students, and junior health professionals: The Peer Teacher Training (PTT) program, and the Clinical Teacher Training (CTT) program. Based on our successful programs, this paper provides an introduction to our Peer Teacher Training supplement. Namely, 11 articles designed to assist those who work and teach in a clinical context; address key challenges; and provide practical tips and frameworks to assist in teaching, assessment, and feedback.
الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4b0ced807274951b2ef369b06151ea2eTest
http://europepmc.org/articles/PMC7712531Test -
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المؤلفون: Lap Ki Chan, Nai Sum Wong, Gordon Tin Chun Wong, Jody K. P. Chu, Arkers Kwan Ching Wong, Lei King Yu, Susan Bridges, Julie Y. Chen, Veronica Suk fun Lam, Tin Pui Yum, Chak Sing Lau, Jian Gang Shen, Tai Pong Lam, Janet Yuen Ha Wong, Qingyun Li, Winnie W.Y. Tso, Fraide A. Ganotice, Hai-Yong Chen, Charlene C. Ho, Jacqueline Mei Chi Ho, Phoebe Wing Lam Chan, Frances Kam Yuet Wong, Namkiu Chan, Julian A. Tanner, Alan J. Worsley, Celia Hoi Yan Chan
المصدر: BMC Medical Education, Vol 17, Iss 1, Pp 1-12 (2017)
BMC Medical Educationمصطلحات موضوعية: Male, Social Work, Students, Health Occupations, Matching (statistics), Universities, 020205 medical informatics, Process (engineering), Interprofessional Relations, lcsh:Medicine, 02 engineering and technology, Collaborative practice, Biological Science Disciplines, Education, Young Adult, 03 medical and health sciences, 0302 clinical medicine, 0202 electrical engineering, electronic engineering, information engineering, Humans, Interprofessional teamwork, Medicine, 030212 general & internal medicine, Cooperative Behavior, Medicine, Chinese Traditional, Evaluation, Interprofessional education, Medical education, lcsh:LC8-6691, Academic year, lcsh:Special aspects of education, business.industry, Adult learning principles, lcsh:R, General Medicine, Test (assessment), Summative assessment, Health Occupations, Hong Kong, Female, Health education, business, Research Article
الوصف: Background Interprofessional learning is gaining momentum in revolutionizing healthcare education. During the academic year 2015/16, seven undergraduate-entry health and social care programs from two universities in Hong Kong took part in an interprofessional education program. Based on considerations such as the large number of students involved and the need to incorporate adult learning principles, team-based learning was adopted as the pedagogy for the program, which was therefore called the interprofessional team-based learning program (IPTBL). The authors describe the development and implementation of the IPTBL program and evaluate the effectiveness of the program implementation. Methods Eight hundred and one students, who are predominantly Chinese, participated in the IPTBL. The quantitative design (a pretest-posttest experimental design) was utilized to examine the students’ gains on their readiness to engage in interprofessional education (IPE). Results Three instructional units (IUs) were implemented, each around a clinical area which could engage students from complementary health and social care disciplines. Each IU followed a team-based learning (TBL) process: pre-class study, individual readiness assurance test, team readiness assurance test, appeal, feedback, and application exercise. An electronic platform was developed and was progressively introduced in the three IUs. The students’ self-perceived attainment of the IPE learning outcomes was high. Across all four subscales of RIPLS, there was significant improvement in student’s readiness to engage in interprofessional learning after the IPTBL. A number of challenges were identified: significant time involvement of the teachers, difficulty in matching students from different programs, difficulty in making IPTBL count towards a summative assessment score, difficulty in developing the LAMS platform, logistics difficulty in managing paper TBL, and inappropriateness of the venue. Conclusions Despite some challenges in developing and implementing the IPTBL program, our experience showed that TBL is a viable pedagogy to be used in interprofessional education involving hundreds of students. The significant improvement in all four subscales of RIPLS showed the effects of the IPTBL program in preparing students for collaborative practice. Factors that contributed to the success of the use of TBL for IPE are discussed. Electronic supplementary material The online version of this article (10.1186/s12909-017-1046-5) contains supplementary material, which is available to authorized users.
الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f1c0c783d5ce71f77f8137b901056fb9Test
http://link.springer.com/article/10.1186/s12909-017-1046-5Test -
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المصدر: BMC Medical Education
Marcussen, M, Nørgaard, B, Borgnakke, K & Arnfred, S 2019, ' Interprofessional clinical training in mental health improves students' readiness for interprofessional collaboration : a non-randomized intervention study ', BMC Medical Education, vol. 19, 27 . https://doi.org/10.1186/s12909-019-1465-6Test
BMC Medical Education, Vol 19, Iss 1, Pp 1-10 (2019)مصطلحات موضوعية: Students, Health Occupations, 020205 medical informatics, Non-Randomized Controlled Trials as Topic, Attitude of Health Personnel, media_common.quotation_subject, Interprofessional Relations, education, lcsh:Medicine, 02 engineering and technology, Education, 03 medical and health sciences, 0302 clinical medicine, Nursing, 0202 electrical engineering, electronic engineering, information engineering, Team collaboration, Interprofessional teamwork, Humans, 030212 general & internal medicine, Prospective Studies, Cooperative Behavior, media_common, Patient Care Team, Interprofessional education, Psychiatry, lcsh:LC8-6691, Medical education, Teamwork, lcsh:Special aspects of education, Social work, lcsh:R, General Medicine, Intervention studies, Mental health, IPE, Mental Health, Scale (social sciences), Clinical training, Psychology, Education, Medical, Undergraduate, Research Article
الوصف: Background Over the past decades, the health sector in general has increasingly acknowledged the effectiveness of interprofessional clinical training in enhancing teamwork. In psychiatry, however, knowledge of the benefits of collaborative clinical training is sparse. This study aimed to investigate the impact of interprofessional training on students’ readiness for interprofessional collaboration in a psychiatric ward. Methods An intervention study assessed interprofessional clinical training in a training ward. Undergraduate students from the disciplines of medicine, nursing, psychotherapy, pedagogy, and social work were allocated either to an intervention group receiving interprofessional training or to a comparison group receiving conventional clinical training. Outcomes were assessed using the Readiness for Interprofessional Learning Scale (RIPLS) and the Assessment of Interprofessional Team Collaboration Scale (AITCS). Linear mixed regression was used to compare differences in mean scores postintervention, adjusted for baseline score, gender, and profession. Results Mean postintervention scores were higher in the intervention group (n = 87) than in the comparison group (n = 108) for both scales (overall sum score). For the RIPLS, the mean difference was 2.99 (95% CI 0.82 to 5.16; p = 0.007); for the AITCS it was 8.11 (95% CI 2.92–13.30; p = 0.002). Improvement in readiness for interprofessional learning and team collaboration in the intervention group remained statistically significant after adjustment for baseline differences between the two groups. Conclusion Students’ self-reported readiness for interprofessional learning and their team collaboration were improved after interprofessional clinical training. Still, further studies of both the processes and the long-term effects of undergraduate IPE in mental healthcare are needed. The study was registered March 62,017 on ClinicalTrials.gov: NCT03070977 (Retrospectively registrered). Electronic supplementary material The online version of this article (10.1186/s12909-019-1465-6) contains supplementary material, which is available to authorized users.
وصف الملف: application/pdf
الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::320934d03399cf11e5b5092a5e40664bTest
https://pubmed.ncbi.nlm.nih.gov/30658648Test -
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المؤلفون: M. Levoska, Diane Levine, R. Kutaimy, R. Gadivemula, N. Kovacevic, R. Kelly, D. Blok, L. Zhang
المصدر: BMC Medical Education, Vol 18, Iss 1, Pp 1-10 (2018)
مصطلحات موضوعية: Surgical Sponges, Models, Educational, Quality management, 020205 medical informatics, Attitude of Health Personnel, media_common.quotation_subject, education, lcsh:Medicine, 02 engineering and technology, Session (web analytics), Education, 03 medical and health sciences, Presentation, Patient safety, 0302 clinical medicine, Surveys and Questionnaires, Health care, 0202 electrical engineering, electronic engineering, information engineering, ComputingMilieux_COMPUTERSANDEDUCATION, Cadaver, Interprofessional teamwork, Humans, 030212 general & internal medicine, Curriculum, media_common, Medical student, Medical education, lcsh:LC8-6691, lcsh:Special aspects of education, Medical Errors, business.industry, lcsh:R, General Medicine, Foreign Bodies, Quality Improvement, Family member, Educational Measurement, Patient Safety, Anatomy, business, Psychology, Education, Medical, Undergraduate
الوصف: Background Introducing patient safety and quality improvement science to medical students is integral to improving healthcare. However, developing and implementing a patient safety curriculum can be challenging in a medical school curriculum that is already densely packed. Our aim was to develop and evaluate the impact of a workshop introducing patient safety and quality improvement science to a large class of first-year medical students. Method As a part of an evolving longitudinal patient safety curriculum, an introductory workshop on patient safety was integrated into an anatomy course. A high impact event (a simulated “retained sponge” discovery during an anatomy dissection lab) was used to introduce medical error. The educational session which followed consisted of a presentation by an interprofessional team utilizing the retained sponge as example of an error. Use of safety tools was introduced and quality improvement science was discussed using the evolution of methods to decrease retained foreign objects during surgery. A patient’s story told by a close family member about the personal impact of medical errors was presented. Students then participated in an interactive breakout activity and completed a module on safety. The impact of the workshop was assessed through pre- and post- session tests. Results Quantitative and qualitative evaluation reflected a positive effect of the session in improving students’ safety knowledge and attitudes. Students’ mean total knowledge improved from 7.58 to 8.98 (p = 0.000). Mean total attitudes score improved from 47.73 to 50.56 (p = 0.000). Students’ comments after the workshop reflected increased awareness and appreciation of the importance of addressing medical errors. Conclusion A workshop introducing patient safety and quality improvement to first year medical students improved knowledge and attitudes regarding safety and increased awareness of the importance of addressing medical errors in their future careers. Integrating patient safety education into an existing foundational science course is a model for teaching patient safety at other medical schools.
الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e3ea610a32444233eac5c3b09298082eTest
https://pubmed.ncbi.nlm.nih.gov/30227853Test -
10دورية أكاديمية
المؤلفون: Aase, Ingunn, Hansen, Britt Sætre, Aase, Karina
المصدر: BMC Medical Education
مصطلحات موضوعية: professional role, interprofessional education, interprofessional teamwork, content analysis, students’ perceptions, healthcare, helsepersonell, VDP::Medical disciplines: 700::Health sciences: 800::Health service and health administration research: 806
الوصف: Originally published in BMC Medical education; http://www.biomedcentral.com/1472-6920/14/170Test/. ; Background: Little is known about the ways in which nursing and medical students perceive and understand their roles in interprofessional teamwork. A 2010 report by the World Health Organization highlights the importance of students’ understanding of teamwork in healthcare, and their ability to be effective team players. This study aims at describing nursing and medical students’ perceptions of interprofessional teamwork, focusing on experiences and recommendations that can be used to guide future educational efforts. Methods: The study uses a qualitative research design. Data were collected from four focus group interviews: two homogenous groups (one with medical students, one with nursing students) and two mixed groups (medical and nursing students). Results: The results show that traditional patterns of professional role perception still prevail and strongly influence students’ professional attitudes about taking responsibility and sharing responsibility across disciplinary and professional boundaries. It was found that many students had experienced group cultures detrimental to team work. Focusing on clinical training, the study found a substantial variation in perception with regard to the different arenas for interprofessional teamwork, ranging from arenas with collaborative learning to arenas characterized by distrust, confrontation, disrespect and hierarchical structure. Conclusions: This study underlines the importance of a stronger focus on interprofessional teamwork in health care education, particularly in clinical training. The study results suggest that the daily rounds and pre-visit “huddles,” or alternatively psychiatric wards, offer arenas suitable for interprofessional training, in keeping with the students’ assessments and criteria proposed in previous studies.
وصف الملف: application/pdf
العلاقة: Aase et al. (2014): Norwegian nursing and medical students’ perception of interprofessional teamwork: a qualitative study. BMC Medical Education, 14:170.; http://hdl.handle.net/11250/298366Test; https://doi.org/10.1186/1472-6920-14-170Test
النص الكامل