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Exploring perceptions of medical students about interprofessional education (IPE): a qualitative study.
BMC Med Educ
December 2024
Nursing Department, Shuguang Hospital Affiliated to Shanghai University of TCM, Shanghai, China.
Background: Integration of clinical medicine and other subjects has laid more emphasis on the cultivation of high-quality medical talents, with the increasing demand for interprofessional education (IPE). IPE has been promoted by a number of universities to create and sustain authentic IPE activities, with which students can engage. Although IPE has achieved certain results, there are still many problems.
View Article and Find Full Text PDFPatient-centered interprofessional education in cancer care: a systematic scoping review.
BMC Med Educ
December 2024
Department of Social and Preventive Medicine, Center for Public Health, Medical University of Vienna, Vienna, Austria.
Background: Cancer remains a critical global health issue requiring a comprehensive interdisciplinary approach for effective treatment. Interprofessional education (IPE) is essential for overcoming barriers to collaboration among healthcare professionals and fostering efficient teamwork in cancer care.
Objective: This systematic scoping review aims to explore the role of IPE in enhancing interprofessional collaboration within cancer care by mapping and synthesizing the implementation, impact, and evaluation strategies of patient-centered IPE programs in this field.
Evaluation of an interprofessional collaborative practice training module for the management of children with autism spectrum disorder.
Med J Armed Forces India
December 2024
Professor (Microbiology), Director, MAHE-FAIMER Institute, Manipal Academy of Higher Education, Manipal, India.
Background: Protocols instituted for behavioral treatment and skills training programs for the management of autism spectrum disorder (ASD) suffer from lack of collaborative approaches. The tenets of interprofessional collaborative practice (IPCP) focus on preparing a panel of health care professionals (HCPs) from different professions who can work together to enable the common goal of ensuring that children with ASD can participate in society. This study was designed to pilot this approach through an IPCP training module on ASD for care providers from multiple professions.
View Article and Find Full Text PDFImportance of interprofessional collaboration in teaching diabetic foot self-management: Perceptions of health care professionals.
Med J Armed Forces India
December 2024
Professor (Physiotherapy) & Principal, KM Patel Institute of Physiotherapy, Pramukhswami Medical College Campus, Bhaikaka University, Karamsad, Gujarat, India.
Background: Diabetes and associated diabetic foot ulcers require coordinated management, including several health care professional (HCPs). Therefore, an interprofessional (IP) team-based approach is essential for effectively managing and educating the population on diabetic foot self-management strategies. However, the perceptions of the HCPs related to the importance of IP teamwork in diabetic foot care and their readiness to work in an IP team are less explored.
View Article and Find Full Text PDFScience of Learning Strategy Series: Article 6, Elaboration.
J Contin Educ Health Prof
October 2024
Dr. Van Hoof: Associate Professor, University of Connecticut School of Nursing, Storrs, and Department of Community Medicine and Health Care, University of Connecticut School of Medicine, Farmington, CT.
The science of learning (learning science) is an interprofessional field that concerns itself with how the brain learns and remembers important information. Learning science has compiled a set of evidence-based strategies, such as distributed practice, retrieval practice, and interleaving, which are quite relevant to continuing professional development. Spreading out study and practice separated by cognitive breaks (distributed practice), testing oneself to check mastery and memory of previously learned information (retrieval practice), and mixing the learning of separate but associated information (interleaving) represent strategies that are underutilized in continuing professional development.
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