A team-based interprofessional education course for first-year health professions students.

Autor: Peeters MJ; University of Toledo College of Pharmacy & Pharmaceutical Sciences, 3000 Arlington Ave, Mail Stop 1013, Toledo, OH 43614, United States. Electronic address: michael.peeters@utoledo.edu., Sexton M; University of Toledo College of Nursing, 3000 Arlington Ave, MS 1026, Toledo, OH 43614, United States. Electronic address: martha.sexton@utoledo.edu., Metz AE; Occupational Therapy Doctoral Program, University of Toledo, 2801 W. Bancroft, MS 119, Toledo, OH 43606, United States. Electronic address: alexia.metz@utoledo.edu., Hasbrouck CS; University of Toledo, Interprofessional Immersive Simulation Center, 1214B Center for Creative Education Building, 3000 Arlington Ave, MS 1030, Toledo, OH 43614, United States. Electronic address: carol.hasbrouck@utoledo.edu.
Jazyk: angličtina
Zdroj: Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2017 Nov; Vol. 9 (6), pp. 1099-1110. Date of Electronic Publication: 2017 Aug 18.
DOI: 10.1016/j.cptl.2017.07.006
Abstrakt: Background and Purpose: Interprofessional education (IPE) is required within pharmacy education, and should include classroom-based education along with experiential interprofessional collaboration. For classroom-based education, small-group learning environments may create a better platform for engaging students in the essential domain of interprofessional collaboration towards meaningful learning within IPE sub-domains (interprofessional communication, teams and teamwork, roles and responsibilities, and values and ethics). Faculty envisioned creating a small-group learning environment that was inviting, interactive, and flexible using situated learning theory. This report describes an introductory, team-based, IPE course for first-year health-professions students; it used small-group methods for health-professions students' learning of interprofessional collaboration.
Educational Activity and Setting: The University of Toledo implemented a 14-week required course involving 554 first-year health-sciences students from eight professions. The course focused on the Interprofessional Education Collaborative's (IPEC) Core Competencies for Interprofessional Collaboration. Students were placed within interprofessional teams of 11-12 students each and engaged in simulations, standardized-patient interviews, case-based communications exercises, vital signs training, and patient safety rotations. Outcomes measured were students' self-ratings of attaining learning objectives, perceptions of other professions (from word cloud), and satisfaction through end-of-course evaluations.
Findings: This introductory, team-based IPE course with 554 students improved students' self-assessed competency in learning objectives (p < 0.01, Cohen's d = 0.9), changed students' perceptions of other professions (via word clouds), and met students' satisfaction through course evaluations.
Discussion and Summary: Through triangulation of our various assessment methods, we considered this course offering a success. This interprofessional, team-based, small-group strategy to teaching and learning IPE appeared helpful within this interactive, classroom-based course.
(Copyright © 2017 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
Externí odkaz: