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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11479745 | PMC |
| http://dx.doi.org/10.1055/s-0044-1788321 | DOI Listing |
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Comparing four methods for assessing interprofessional learning in a practice setting.
J Interprof Care
January 2025
Department of Pharmacotherapy and Outcomes Science, School of Pharmacy, Virginia Commonwealth University, USA.
Healthcare practitioners must be trained to collaborate in a dynamic environment where patients are complex and teams can change from day-to-day, but choosing the right measures to assess the effectiveness of interprofessional teamwork among learners is challenging. This study used measures representing four different perspectives to assess student teams in a practice setting where team composition varied each day. We tested the strength of the relationships between these measures, and we examined the impact of additional variables on each measure.
View Article and Find Full Text PDFA Qualitative Exploration on the Role of Occupational Therapy in Mental Health and Psychosocial Support for Students in the University Setting in the Philippines.
Acta Med Philipp
December 2024
Graduate School, University of Perpetual Help System, Laguna, Philippines.
Background: Occupational therapy (OT) can be part of mental health and psychosocial support (MHPSS) in the university setting. Numerous studies worldwide have highlighted the negative impact of COVID-19 on mental health due to isolation and restrictions. In the Philippines, these issues were exacerbated among students, whose abrupt shift to remote learning negatively affected their mental well-being.
View Article and Find Full Text PDFA psychometric evaluation of the Indonesian version of the collaborative practice assessment tool (CPAT) for assessing interprofessional education and collaborative practice among health practitioners and students.
Narra J
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Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
Research focus has transitioned from interprofessional collaborative practice among qualified health practitioners to the involvement of pre-qualifying students in practicing interprofessional education. It is essential to establish outcome measures to enhance the seamless integration of interprofessional education and collaborative practice. The aim of this study was to develop a culturally appropriate quality measure for assessing interprofessional education and collaborative practice for health practitioners and students in Indonesia by performing cross-cultural validation of the collaborative practice assessment tool (CPAT).
View Article and Find Full Text PDFMulti-stakeholder perspectives of community pharmacies' extended services in Al Baha province, Saudi Arabia: A qualitative study.
Glob Public Health
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Department of Community Medicine and Public Health, Gothenburg University, Gothenburg, Sweden.
Community pharmacies have expanded to include new services such as health screenings and medication reviews. However, developing and implementing new applications tends to be challenging and entails comprehensive planning by multiple stakeholders. This qualitative study explores stakeholders' perspectives of these new services and identifies perceived barriers or facilitators for implementing practice changes.
View Article and Find Full Text PDFFacilitators and barriers to interprofessional learning, collaboration, and identity development during interprofessional internship in rehabilitation care: A qualitative study.
J Interprof Care
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Research group, FAITH research, Leeuwarden, Groningen, The Netherlands.
The growing complexity of care and healthcare workforce shortages in the Netherlands necessitates exploring interprofessional collaboration (IPC). However, the predominant single-professional education may result in a professional identity (PI) among healthcare students, which may not support successful IPC. Internships in student-run interprofessional learning wards (SR-IPLW) could foster interprofessional identity (IPI) development.
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