China
Africa
Explore chapters and articles related to this topic
Teaching Culturally Sensitive Care through Reflective Writing
Published in Michael J. Madson, Teaching Writing in the Health Professions, 2021
The World Health Organization defines interprofessional education as occurring “when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes,”27(p7) a theme in the introduction to this collection. Interprofessional education has been the subject of extensive study. In 2018, for instance, an integrative review of interprofessional education across the globe examined rural clinical learning environments in seven different countries. The results indicated that rural clinical learning environments provided meaningful experiences for students across the health professions: promoting students’ respect for each other’s roles and raising their awareness of how important it is to collaborate in delivering health care, especially in rural settings.27
Introduction
Published in Roger Ellis, Elaine Hogard, Professional Identity in the Caring Professions, 2020
Interprofessional education has been described as occurring ‘when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcome’. Interprofessional education has been mandated internationally across health curricula, and the development of interprofessional competency–based education has been identified as a priority in many tertiary institutions. Historically, interprofessional education within health curricula has been opportunistic with little consideration given to the formation of professional identity.
Educating the coming generation
Published in Tim van Zwanenberg, Jamie Harrison, Sir Michael Rawlins, Clinical Governance in Primary Care, 2018
Effective teamworking is said to promote clinical governance. Interprofessional education, whereby students from different professional backgrounds in health and social care spend time learning together, is seen as one means whereby teamworking skills might be developed.21 The past few years have seen an increasing number of initiatives to explore the potential of interprofessional education. To date, evidence in support of its efficacy is limited. Simple descriptions of courses are more common in the literature than any evidence of their effectiveness, and evaluations of benefits beyond the short term have been marred by methodological problems.22,23
Enhancing interprofessional collaboration and interprofessional education in women’s health
Published in Medical Education Online, 2022
Laura Baecher-Lind, Angela C. Fleming, Rashmi Bhargava, Susan M. Cox, Elise N. Everett, David A. Forstein, Shireen Madani Sims, Helen K. Morgan, Christopher M. Morosky, Celeste S. Royce, Tammy S. Sonn, Jill M. Sutton, Scott C. Graziano
Interprofessional education is paramount to ensuring a future workforce that is receptive to the knowledge, perspectives, and expertise of other disciplines. Working effectively in interdisciplinary teams has been identified as the single-most important skill for incoming residents and is a required component of all residency training programs [23,24]. Evidence indicates that IPE activities improve learners’ attitudes towards other members of interdisciplinary teams and enhance communication and shared problem-solving among interdisciplinary team members [25]. Given the clear patient care and population health benefits that interdisciplinary teams offer, the evidence supporting the efficacy of IPE on achieving a physician workforce more proficient in interdisciplinary teamwork and problem-solving, and the challenges inherent in health care in the 21st century, educators should strive to incorporate IPE into medical education at every opportunity.
Expectations of social workers for interprofessional practice in healthcare: qualitative insights from practicing physician, nurse, and social work professionals
Published in Social Work in Health Care, 2022
Interdisciplinary Education. Educators from accredited social work programs are mandated by the Educational Policy and Accreditation Standards (CSWE Commission on Accreditation, 2022) to evaluate students’ competencies regarding ethical and professional expectations of interprofessional collaboration. This can be achieved in a variety of formats but given the projected increasing need for healthcare social workers, schools may want to consider developing more intentional interprofessional courses for social work students that might also be offered in conjunction with other health related disciplines such as medical, nursing, physical therapy, occupational therapy, physician assistants, and/or pharmacy students to name a few. Interprofessional education provides opportunities for students of various health professions to foster mutual respect for the contributions and insight each discipline brings to the team and fosters a culture of collaboration to promote more efficacious interventions for patient care (Michalec & Hafferty, 2015). Exposing learners to the varied focus of assessment needs and potential solutions practiced by other medical professionals will prepare social workers to value their contributions while having a better appreciation of the insight offered by others and vice versa (Adamson et al., 2020; Blacker et al., 2016). These types of experiences may one day translate to an interprofessional culture in the working world that embraces diversity and equitability of thought across all disciplines in healthcare which may especially benefit the social work role.
Covid-19 Impacts on Florida’s Healthcare Professionals
Published in Hospital Topics, 2022
Kristen K. Hicks-Roof, Jing Xu, Robert J. Zeglin, Chloe E. Bailey, Hanadi Y. Hamadi, Raine Osborne
In contrast to most other healthcare providers’ rather large increase in telehealth use from COVID-19, Florida physical and occupational therapists generally reported no change in telehealth use. One reason for this finding may be that the Center for Medicare and Medicaid Services (CMS), and subsequently many other payers, did not reimburse for telehealth services from all providers prior to the COVID-19 pandemic. As a result, many of these providers lacked the knowledge and experience to provide services via telehealth which is consistent with our results on prior telehealth training. In April 2020, CMS waived restrictions on the types of providers eligible for reimbursement for services provided via telehealth (Centers for Medicare and Medicaid Services 2020). This change not only creates an excellent opportunity for providers to demonstrate the value of telehealth but also points to considerable education gaps that must be rapidly filled to take full advantage of the opportunity (Lee 2020). Research has shown implementation of telehealth interprofessional education can help accomplish two birds with one stone, equipping professionals to understand how to use telehealth and how that medium is a viable option to work with other professionals (Begley et al. 2019; Lackie et al. 2020).