Interprofessional collaboration: three best practice models of interprofessional education.

Interprofessional education is a collaborative approach to develop healthcare students as future interprofessional team members and a recommendation suggested by the Institute of Medicine. Complex medical issues can be best addressed by interprofessional teams. Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes for patients.

The impact of a diagnostic reminder system on student clinical reasoning during simulated case studies.

Introduction: Diagnostic reminder systems (DRS) may help students improve their clinical reasoning skill and gain competency in using informatics tools. This study explored the influence of Isabel PRO, a web-based DRS, on student diagnostic reasoning during simulated encounters.

Methods: Diagnostic reasoning was assessed in 20 fourth-year medical students during four simulated case scenarios.

Rosalind Franklin University of Medicine and Science.

Rosalind Franklin University of Medicine and Science, located in North Chicago, Illinois, is a private, health professions university educating health and biomedical professionals in an innovative, student-centered environment. The University is composed of 4 colleges: the Chicago Medical School, the Scholl College of Podiatric Medicine, the College of Health Professions, and the School of Graduate and Postdoctoral Studies. At Rosalind Franklin University, we are committed to Interprofessional Education as stated in our vision and introduced through our first-year Interprofessional experience for all incoming students.

Allport's Intergroup Contact Theory as a theoretical base for impacting student attitudes in interprofessional education.

Interprofessional education has been defined as "members or students of two or more professionals associated with health or social care, engaged in learning with, from and about each other". Ideally, students trained using interprofessional education paradigms become interprofessional team members who gain respect and improve their attitudes about each other, and ultimately improve patient outcomes. However, it has been stated that before interprofessional education can claim its importance and successes, its impact must be critically evaluated.

The impact of leadership and team behavior on standard of care delivered during human patient simulation: a pilot study for undergraduate medical students.

Background: Methodology to train team behavior during simulation has received increased attention, but standard performance measures are lacking, especially at the undergraduate level.

Purposes: Our purposes were to develop a reliable team behavior measurement tool and explore the relationship between team behavior and the delivery of an appropriate standard of care specific to the simulated case.

Methods: Authors developed a unique team measurement tool based on previous work.