Jointly discussing care plans for real-life patients: The potential of a student-led interprofessional team meeting in undergraduate health professions education

Autor: Albine Moser, Jerôme Jean Jacques van Dongen, Miriam Janssen, Hester Smeets, Loes van Bokhoven, Marion van Lierop
Přispěvatelé: Family Medicine, RS: CAPHRI other, RS: CAPHRI - R6 - Promoting Health & Personalised Care, Promovendi PHPC, Sociale Geneeskunde
Jazyk: angličtina
Rok vydání: 2019
Předmět:
Adult
Male
Students
Health Occupations
Interprofessional team meeting
020205 medical informatics
Interprofessional Relations
media_common.quotation_subject
education
02 engineering and technology
elderly patients
Patient Care Planning
Education
Interprofessional learning
03 medical and health sciences
0302 clinical medicine
Health care
0202 electrical engineering
electronic engineering
information engineering
ComputingMilieux_COMPUTERSANDEDUCATION
Problem based learning
Humans
Interprofessional teamwork
030212 general & internal medicine
Cooperative Behavior
media_common
Patient Care Team
Interprofessional education
Medical education
business.industry
health professions education
Problem-Based Learning
Health professions
Variety (cybernetics)
Feeling
Problem-based learning
Health Occupations
Female
Show and Tell
Family Practice
Psychology
business
Education
Medical
Undergraduate
Diversity (politics)
Zdroj: Perspectives on Medical Education, 8(6), 372-377. Springer, Cham
Perspectives on Medical Education
Perspectives on Medical Education, 8, 372-377
ISSN: 2212-2761
Popis: Background Interprofessional education is promoted as a means of enhancing future collaborative practice in healthcare. We developed a learning activity in which undergraduate medical, nursing and allied healthcare students practice interprofessional collaboration during a student-led interprofessional team meeting. Design and delivery During their clinical rotation at a family physician's practice, each medical student visits a frail elderly patient and prepares a care plan for the patient. At a student-led interprofessional team meeting, medical, nursing and allied healthcare students jointly review these care plans. Subsequently, participating students reflect on their interprofessional collaboration during the team meeting, both collectively and individually. Every 4 weeks, six interprofessional team meetings take place. Each team comprises 9-10 students from various healthcare professions, and meets once. To date an average of 360 medical and 360 nursing and allied healthcare students have participated in this course annually. Evaluation Students mostly reported positive experiences, including the opportunity to learn with, from and about other healthcare professions in the course of jointly reviewing care plans, and feeling collectively responsible for the care of the patients involved. Additionally, students reported a better understanding of the contextual factors at hand. The variety of patient cases, diversity of participating health professions, and the course material need improvement. Conclusion Students from participating institutions confirmed that attending a student-led interprofessional team meeting had enabled them to learn with, from and about other health professions in an active role. The use of real-life cases and the educational design contributed to the positive outcome of this interprofessional learning activity.
Databáze: OpenAIRE
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