AI Article Synopsis
- Interprofessional education (IPE) facilitates collaboration among different health professionals to enhance patient care outcomes.
- The implementation of IPE varies across institutions, necessitating customized activities that meet specific learning goals and accreditation requirements.
- The study explored the feasibility of IPE activities in a setting lacking a strong infrastructure, using simulation and team-based learning to help students develop interdisciplinary care skills.
Article Abstract
Interprofessional education (IPE) allows two or more professionals to learn from one another through partnership to improve patient outcomes. Implementation of IPE varies within health profession programs and universities, requiring programs to develop IPE activities that adhere to specific learning objectives or accreditation standards. These activities were a preliminary investigation on the feasibility of IPE activities at an institution with no substantial IPE infrastructure. Students integrated aspects of team-based learning (TBL), problem-based learning (PBL), and didactic components into diverse simulated patient cases with health profession students to develop skills in interdisciplinary patient-centered care. Lessons learned and future directions are discussed.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8368473 | PMC |
| http://dx.doi.org/10.1007/s40670-020-01173-y | DOI Listing |
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