Measuring the impact of an online IPE course on team perceptions
| Autor: | Joy Doll, Katie Packard, Meghan Potthoff, Anna Maio |
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| Rok vydání: | 2019 |
| Předmět: |
Students
Health Occupations Attitude of Health Personnel Interprofessional Relations media_common.quotation_subject Education Distance 03 medical and health sciences 0302 clinical medicine Online course Perception ComputingMilieux_COMPUTERSANDEDUCATION Institution Humans 030212 general & internal medicine Cooperative Behavior Curriculum media_common Patient Care Team Internet Medical education 030504 nursing Health professionals Workload General Medicine Interprofessional education Group Processes Scale (social sciences) Interprofessional Education 0305 other medical science Psychology |
| Zdroj: | Journal of Interprofessional Care. 34:557-560 |
| ISSN: | 1469-9567 1356-1820 |
| Popis: | Interprofessional education (IPE) needs to begin with foundational learning experiences for health professions learners at an institution. There is a recognized need for IPE to be embedded into health profession curriculums; however, several barriers prevent the implementation. The purpose of this project was to determine if an introductory online IPE course can overcome some of the existing barriers to implementing IPE while influencing team perceptions among health professional students. The modified Team Skills Scale was used to assess perceptions of students from six health professions programs pre-posttest to the introductory course. The researchers grounded the development of the course in the Institute of Medicine's Interprofessional Learning Continuum. Results show that an introductory online course in IPE can affect team perceptions of students and can be offered on a large scale with minimal impact on faculty workload. The pedagogical approach implies institutions with large numbers of health professions programs, large numbers of students and distance learners may benefit from a similar approach to introducing interprofessional collaboration. |
| Databáze: | OpenAIRE |
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