Journal of research in interprofessional practice and education最新文献_第6页

Changes in Pharmacy Students After Experiencing Interprofessional Education Activities 经历跨专业教育活动后药学专业学生的变化

Journal of research in interprofessional practice and education Pub Date : 2016-04-12 DOI: 10.22230/JRIPE.2016V6N1A222

Shane Tolleson, N. Ismail, Anne C. Gill, R. D. Stritto, M. Hatfield, C. Teal, E. Nelson, C. Hatfield

{"title":"Changes in Pharmacy Students After Experiencing Interprofessional Education Activities","authors":"Shane Tolleson, N. Ismail, Anne C. Gill, R. D. Stritto, M. Hatfield, C. Teal, E. Nelson, C. Hatfield","doi":"10.22230/JRIPE.2016V6N1A222","DOIUrl":"https://doi.org/10.22230/JRIPE.2016V6N1A222","url":null,"abstract":"Background : Interprofessional education (IPE) has become increasingly important among healthcare professionals. The purpose of this study was to assess the impact of IPE experiences on pharmacy students’ perceived level of comfort with and level of reliability regarding other healthcare professionals . Methods and Findings : A survey of third- and fourth-year pharmacy students ( N = 190) was analyzed using descriptive statistics and bivariate analyses to address the study objectives. Students experienced a significant increase in their level of comfort with questioning other professions after IPE (pre IPE: 5.45 ± 2.24 and post IPE: 7.22 ± 1.62, p <0.01) and being questioned by other professions (pre IPE: 5.39 ± 2.24 and post IPE: 7.04 ± 1.68, p <0.01). Students also experienced a significant increase in the perceived reliability and accuracy of information from nurses after IPE (pre IPE: 5.91 ± 1.82 and post IPE: 6.41 ± 1.62, p = 0.01). Conclusions : Pharmacy students who experienced any IPE perceived themselves as more comfortable with questioning and being questioned by other healthcare professionals than students without IPE. Additional research is needed to more clearly define the benefits of IPE and how it should be designed.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68251003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Shadowing: Interprofessional Learning 实习:跨专业学习

Journal of research in interprofessional practice and education Pub Date : 2015-11-23 DOI: 10.22230/JRIPE.2015V5N2A196

Frøydis Vasset, Synnøve Hofseth Almås

{"title":"Shadowing: Interprofessional Learning","authors":"Frøydis Vasset, Synnøve Hofseth Almås","doi":"10.22230/JRIPE.2015V5N2A196","DOIUrl":"https://doi.org/10.22230/JRIPE.2015V5N2A196","url":null,"abstract":"Background: The Norwegian government has indicated that health and social studies should emphasize interprofessional collaborative learning (IPL), especially in clinical placements. Through IPL, students have the opportunity to gain insight into other professional responsibilities and minimize negative stereotypes. This might improve collaboration across professional boundaries. Professionals with collaborative competence might solve complex health problems, and thus improve the quality of healthcare. The objectives of this article are to investigate the IPL experiences nursing students acquire through shadowing practice with different professionals in home care. Methods and Findings: To develop a model for IPL, 12 nursing students spent five days shadowing four different healthcare professionals working in home care. At the end of the pedagogical intervention, the students reflected on the practice and the role of the different professionals they had followed. To investigate how the students experienced interprofessional shadowing practice, the reflective notes were analyzed, templates for the selected professionals were drawn up, and four focus group interviews were conducted The results showed that students has acquired knowledge of other professions’ responsibilities and were aware of thneed for an interprofessional approach to home care. Conclusions: This kind of shadowing might be an ideal model for educational institutions seeking to implement IPL. Normal 0 21 false false false EN-US X-NONE X-NONE","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2015V5N2A196","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Interprofessional Collaboration in Addressing Diet as a Common Risk Factor: A Qualitative Study 跨专业合作解决饮食作为一个共同的风险因素:一项定性研究

Journal of research in interprofessional practice and education Pub Date : 2015-11-23 DOI: 10.22230/JRIPE.2015V5N2A215

Hwee Hsia Ong, C. C. Wan, Xiaoli Gao

{"title":"Interprofessional Collaboration in Addressing Diet as a Common Risk Factor: A Qualitative Study","authors":"Hwee Hsia Ong, C. C. Wan, Xiaoli Gao","doi":"10.22230/JRIPE.2015V5N2A215","DOIUrl":"https://doi.org/10.22230/JRIPE.2015V5N2A215","url":null,"abstract":"Background: Unhealthy diet is a common risk factor threatening dental and general health. Conflicting dietary advice persists among different healthcare professions, despite some shared goals, causing mystification to patients and the public. This qualitative study aimed to understand the perspectives of dentists, physicians, and dietitians in targeting unhealthy diet as a common risk factor, their experiences and barriers in addressing conflicting dietary advice, and possible ways for improving cross-professional coordination. Methods and Findings: A purposive sample of 40 dentists, physicians, and dieticians was recruited from different service sectors and joined in semi-structured interviews, which were subjected to thematic content analysis. Participants supported the common risk factor approach and suggested improving cross-professional cooperation by maximizing potentials of multidisciplinary care, engaging auxiliary/allied staff, refining electronic systems, and incorporating cutting-edge communication technologies. Inconsistent dietary advice stemmed from different treatment focuses and lack of mutual understanding and well-followed guidelines. Inconsistencies can be resolved by striking a balance for the patient’s best interest, well-informing patients, respecting patients’ autonomy, acquiring cross-professional knowledge, and conforming to shared guidelines. Conclusions: Views solicited from three healthcare professions endorsed the importance of cross-professional partnership in preventing/managing dietrelated health problems. Educators, professional bodies, and administrators share the responsibility to dispel conflicting health messages and promote better practice in dietary counselling.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Observe, Coach, Assist, and Report: An Emerging Framework for Integrating Unregulated Healthcare Providers into Interdisciplinary Healthcare Teams 观察、指导、协助和报告:将不受监管的医疗保健提供者整合到跨学科医疗保健团队的新框架

Journal of research in interprofessional practice and education Pub Date : 2015-10-21 DOI: 10.22230/JRIPE.2015V5N2A200

Justine L. Giosa, P. Holyoke, D. Bender, Sandra Tudge, W. Gifford

{"title":"Observe, Coach, Assist, and Report: An Emerging Framework for Integrating Unregulated Healthcare Providers into Interdisciplinary Healthcare Teams","authors":"Justine L. Giosa, P. Holyoke, D. Bender, Sandra Tudge, W. Gifford","doi":"10.22230/JRIPE.2015V5N2A200","DOIUrl":"https://doi.org/10.22230/JRIPE.2015V5N2A200","url":null,"abstract":"Background : Unregulated healthcare providers known as personal support workers (PSWs) provide the majority of home care services in Ontario, Canada. However, there is little direction to guide their activities as members of interdisciplinary healthcare teams. The purpose of this study was to explore and describe the role of PSWs in interdisciplinary evidence-based stroke care. Methods and Findings: A concurrent triangulation mixed-methods design was used. Data sources included surveys ( N = 270), chart audits ( N = 234), interviews ( N = 28), focus groups ( N = 7), textbook review, an advisory committee ( N = 14), and knowledge fairs ( N = 112). PSWs can participate in team-based stroke care by observing vital information about clients in their homes, coaching clients to follow care plans, assisting to implement recommendations made by other healthcare providers, and reporting client progress, challenges, needs, and preferences to the healthcare team. Conclusions: The Observe, Coach, Assist, and Report (OCAR) themes have the potential to be used as a framework to guide improvements in intra-team communication, information sharing, and awareness of the PSW role, in order to support a more integrated home care experience for clients and families. Next steps include pilot testing the OCAR framework at the point of care in various settings to enhance interdisciplinary collaboration that is inclusive of PSWs.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

Interprofessional Experiences at a Student-run Clinic: Who Participates and What Do They Learn? 学生诊所的跨专业体验:谁参与，他们学到了什么?

Journal of research in interprofessional practice and education Pub Date : 2015-08-10 DOI: 10.22230/JRIPE.2015V5N2A197

E. Ambrose, D. Baker, Inderveer Mahal, Aaron MicFlikier, Maxine Holmqvist

{"title":"Interprofessional Experiences at a Student-run Clinic: Who Participates and What Do They Learn?","authors":"E. Ambrose, D. Baker, Inderveer Mahal, Aaron MicFlikier, Maxine Holmqvist","doi":"10.22230/JRIPE.2015V5N2A197","DOIUrl":"https://doi.org/10.22230/JRIPE.2015V5N2A197","url":null,"abstract":"72 Background: Student-run Clinics (SRCs) are student-driven, interprofessional community service-learning primary care initiatives in which students of different disciplines work collaboratively under the supervision of licensed healthcare professionals. Despite their increasing prominence and promise as vehicles for interprofessional education, little is known about the characteristics of students or mentors who participate in these initiatives. Methods: A quality improvement review was conducted by members of an interprofessional, student-run clinic based on data collected in the first 3 years of clinic operation. Program records and anonymous feedback forms were examined for information regarding student and mentor characteristics (e.g., discipline, frequency of participation) and information regarding service provider satisfaction and recommendations. Findings: The STAR Clinic had low student retention with the majority of students attending only one clinic shift. There was also limited student and mentor diversity, with medicine and nursing most highly represented. Qualitative information highlighted areas of strength and opportunities for improvement. Conclusions: Recruitment and retention of students and mentors should be a priority for SRCs. Efforts devoted to increasing interprofessional diversity would likely benefit clients and allow for a more holistic approach to person-centred care. Normal 0 false false false EN-US X-NONE X-NONE","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Sixteen Months “From Square One”: The Process of Forming an Interprofessional Clinical Teaching Team 十六个月“从零开始”:组建跨专业临床教学团队的过程

Journal of research in interprofessional practice and education Pub Date : 2015-07-30 DOI: 10.22230/JRIPE.2015V5N2A191

E. McKinlay, P. Gallagher, L. Gray, Christine Wilson, S. Pullon

{"title":"Sixteen Months “From Square One”: The Process of Forming an Interprofessional Clinical Teaching Team","authors":"E. McKinlay, P. Gallagher, L. Gray, Christine Wilson, S. Pullon","doi":"10.22230/JRIPE.2015V5N2A191","DOIUrl":"https://doi.org/10.22230/JRIPE.2015V5N2A191","url":null,"abstract":"Background: Descriptions of interprofessional education (IPE) programs and teacher competencies exist, but limited research has been undertaken about the process of IPE teaching team formation. This research project examined how pedagogically naive clinicians of different disciplines initially formed an IPE teaching team. Methods and Findings : A case study approach was undertaken with data collected over the first sixteen months of an IPE program. Data included: audio recordings, transcripts, and field notes from nine individual teacher interviews, two teaching team focus groups, five student focus groups, and eight summary reports. Data analysis using a grounded theory constant comparison approach revealed themes relating to the formation, development, and evolving sophistication of the teaching team from functioning, to co-ordinating, to co-operating, and finally to collaborating. These stages were influenced by four external factors: remote rural context, Hauora Māori principles, personal attributes, and teacher development. Conclusions: Formation of interprofessional clinical teaching teams requires educational preparation, time learning to work with each other, and trust development, with a number of local contextual factors influencing this process. Teaching team formation paralleled Wegner’s Community of Practice model where shared vision supported the adoption of an increasingly complex IPE pedagogy.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2015V5N2A191","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Bridging the Location Gap: Physician Perspectives of Physician - Pharmacist Collaboration in Patient Care (BRIDGE Phase II) 弥合位置差距:医师视角下的医师-药剂师在患者护理中的合作(BRIDGE第二阶段)

Journal of research in interprofessional practice and education Pub Date : 2015-06-22 DOI: 10.22230/JRIPE.2015V5N2A199

Keri D. Hager, D. Uden, D. Tomaszewski

{"title":"Bridging the Location Gap: Physician Perspectives of Physician - Pharmacist Collaboration in Patient Care (BRIDGE Phase II)","authors":"Keri D. Hager, D. Uden, D. Tomaszewski","doi":"10.22230/JRIPE.2015V5N2A199","DOIUrl":"https://doi.org/10.22230/JRIPE.2015V5N2A199","url":null,"abstract":"Background: T o optimize patient outcomes, the patient-centred medical home model emphasizes comprehensive team-based care. Pharmacists are qualified to enhance appropriate medication use and help improve patient outcomes through provision of medication therapy management (MTM) services. To optimally provide MTM, pharmacists must effectively collaborate with physicians. This study explored factors that influence pharmacist-physician collaboration. Methods and Findings: A convenience sample of five physicians participated in semi-structured interviews and the resulting data were analyzed using qualitative methods. Transcripts of the interviews were independently coded for themes by two researchers. Five themes emerged: trustworthiness, role specification, relationship initiation, effects on practice, and professional awareness/expectations. Conclusions: Overall interviewees spoke positively about pharmacists; however, when discussing collaboration, they spoke almost exclusively about pharmacists within their clinic. Since most pharmacists practice outside of clinics, bridging the location gap is imperative for collaboration. In addition, physicians lacked an overall understanding of pharmacists’ training and clinical capacity. This may inhibit pharmacists from participating to their full professional capability within integrated healthcare teams. One approach to resolve this lack of physician understanding of pharmacists’ role and value may be to co-educate health professional students. Further research is needed to explore ways to improve interprofessional collaborative care.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2015V5N2A199","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Collaborative Practice in Secondary Schools in the Promotion of Healthy Eating and Physical Activity 在中学推广健康饮食及体育活动的合作实践

Journal of research in interprofessional practice and education Pub Date : 2015-05-29 DOI: 10.22230/JRIPE.2015V5N1A184

Marie-Claude Bouchard, F. Gallagher, H. Soubhi, Louise Bujold, D. St-Cyr

{"title":"Collaborative Practice in Secondary Schools in the Promotion of Healthy Eating and Physical Activity","authors":"Marie-Claude Bouchard, F. Gallagher, H. Soubhi, Louise Bujold, D. St-Cyr","doi":"10.22230/JRIPE.2015V5N1A184","DOIUrl":"https://doi.org/10.22230/JRIPE.2015V5N1A184","url":null,"abstract":"96 800x600 Normal 0 21 false false false FR-CA JA X-NONE Background: Among 12 to 17 year-olds, overweight and obesity rates have more than doubled in the past 25 years. In Quebec, the government initiatives that have been implemented to promote healthy behaviours among young people require the collaboration of many stakeholders. The objective of this study was to describe collaborative practice in secondary schools promoting healthy eating and physical activity. Methods and Findings: A descriptive multiple-case study was conducted in three Quebec secondary schools. The data collection methods consisted of a focus group, semi-structured individual interviews (21), observation of events involving collaboration among various school stakeholders (5), and document analysis (3). Qualitative analysis of intra-case and cross-case data carried out by more than one researcher helped identify emerging manifestations of collaborative practice. Conclusion: Committing to projects, accepting tasks, and consulting with colleagues are some of the actions identified in school-based activities promoting healthy lifestyles. This study sheds light on the importance of collaborative practice in the promotion of healthy lifestyles among young people in a school setting.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68251191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Deeper Learning through Service: Evaluation of an Interprofessional Community Service-Learning Program for Pharmacy and Medicine Students 通过服务深入学习:对药学和医学学生的跨专业社区服务学习计划的评估

Journal of research in interprofessional practice and education Pub Date : 2015-05-28 DOI: 10.22230/JRIPE.2015V5N1A175

M. Clark, M. McKague, V. Ramsden, Shari McKay

{"title":"Deeper Learning through Service: Evaluation of an Interprofessional Community Service-Learning Program for Pharmacy and Medicine Students","authors":"M. Clark, M. McKague, V. Ramsden, Shari McKay","doi":"10.22230/JRIPE.2015V5N1A175","DOIUrl":"https://doi.org/10.22230/JRIPE.2015V5N1A175","url":null,"abstract":"Abstract Background This Community Service-Learning Project (CSLP) at the University of Saskatchewan is designed to help students develop patient-centred care practices in urban underserved settings. First-year medical and pharmacy students partner interprofessionally to both learn and serve, working with community-based organizations (CBOs) that primarily serve either low-income or newcomer residents of Saskatoon. Since the CSLP’s pilot year in 2005-2006, 98 first-year medical and pharmacy students have participated in the CSLP. Methods and Findings We evaluated the outcomes and processes of the CSLP since the 2006-2007 year, using mixed methods: end-of-project questionnaires; document analysis looking for key and recurrent themes; end-of-project semi-structured interviews with CBO coordinators and clients. We examined students’ experiences, including satisfaction, achievement of learning objectives, learning processes, and perceived outcomes. Students’ main learning outcomes related to client-centered approach, interprofessional attitudes and skills, and personal development. Various learnings related to program processes are reported. Conclusions Our evaluation reinforced findings from the literature on both interprofessional education and community service-learning, as well uncovering some new findings. Students described a transformative learning experience that helped them begin to develop understanding and skills to work more effectively with clients in urban underserved settings.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68251132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

Community service learning: an effective vehicle for interprofessional education 社区服务学习:跨专业教育的有效载体

Journal of research in interprofessional practice and education Pub Date : 2015-05-25 DOI: 10.22230/JRIPE.2015V5N1A189

T. D. Infante, L. Arévalo-Flechas, L. Ford, Norma S Partida, N. Ketchum, Brad H Pollock, Anthony J Infante

{"title":"Community service learning: an effective vehicle for interprofessional education","authors":"T. D. Infante, L. Arévalo-Flechas, L. Ford, Norma S Partida, N. Ketchum, Brad H Pollock, Anthony J Infante","doi":"10.22230/JRIPE.2015V5N1A189","DOIUrl":"https://doi.org/10.22230/JRIPE.2015V5N1A189","url":null,"abstract":"Background Health professions students have limited exposure to each other during education and training, yet there are many expectations for interaction in the workplace as part of functioning health care teams. We reasoned that providing students an opportunity to work together in a service learning project under faculty supervision would enhance student knowledge and appreciation of each other’s disciplines and give them a better understanding of working together. Methods and Findings Teams of students from four disciplines (medicine, nursing, dentistry, dental hygiene) worked as volunteers with a unique population of transitional homeless families to develop individualized health and wellness plans. Pre- and post-participation surveys were used to measure changes in student perceptions of working in multi-disciplinary teams, and focus groups were used to identify strengths and weaknesses of the project and future directions. Conclusions Results showed positive predispositions to working with each other which were further enhanced by collaborative, interprofessional experience. Students’ confidence in working together in multidisciplinary teams and understanding of the training and expertise of other professions increased after participation and changes were statistically significant. Interprofessional education and community service-based learning may be a powerful combination for demonstrating the value of clinical teamwork to health professions students.","PeriodicalId":89817,"journal":{"name":"Journal of research in interprofessional practice and education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22230/JRIPE.2015V5N1A189","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68250745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8