Dental hygiene and public health students’ perception of an online interprofessional education applied learning activity

2021 ◽  
Author(s):  
Denise M. Claiborne ◽  
Praveen K. Durgampudi ◽  
Priyanka T. Patel ◽  
Muge Akpinar‐Elci
Keyword(s):  
Public Health ◽  
Interprofessional Education ◽  
Dental Hygiene ◽  
Learning Activity ◽  
Applied Learning

Integrating public health students into interprofessional education

2019 ◽  
Vol 34 (3) ◽  
pp. 427-430 ◽  
Author(s):  
Michelle M. Averill ◽  
Laurel Dillon-Sumner ◽  
Andy Stergachis ◽  
Jeff Sconyers ◽  
Nicole Summerside ◽  
...  
Keyword(s):  
Public Health ◽  
Interprofessional Education

scholarly journals Integrating Diverse Disciplines to Enhance Interprofessional Competency in Healthcare Delivery

Healthcare ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 75 ◽  
Author(s):  
Tiffany Champagne-Langabeer ◽  
Lee Revere ◽  
Mariya Tankimovich ◽  
Erica Yu ◽  
Robert Spears ◽  
...  
Keyword(s):  
Public Health ◽  
Interprofessional Education ◽  
Role Models ◽  
Healthcare Delivery ◽  
Standardized Patients ◽  
Patient Centered ◽  
Faculty Role ◽  
Interprofessional Teamwork ◽  
Post Test ◽  
Clinical Simulations

Interprofessional education (IPE) typically involves clinical simulation exercises with students from medical and nursing schools. Yet, healthcare requires patient-centered teams that include diverse disciplines. Students from public health and informatics are rarely incorporated into IPE, signaling a gap in current educational practices. In this study, we integrated students from administrative and non-clinical disciplines into traditional clinical simulations and measured the effect on communication and teamwork. From July 2017–July 2018, 408 students from five schools (medicine, nursing, dentistry, public health, and informatics) participated in one of eight three-hour IPE clinical simulations with Standardized Patients and electronic health record technologies. Data were gathered using a pre-test–post-test interventional Interprofessional Collaborative Competency Attainment Survey (ICCAS) and through qualitative evaluations from Standardized Patients. Of the total 408 students, 386 (94.6%) had matched pre- and post-test results from the surveys. There was a 15.9% improvement in collaboration overall between the pre- and post-tests. ICCAS competencies showed improvements in teamwork, communication, collaboration, and conflict management, with an average change from 5.26 to 6.10 (t = 35.16; p < 0.001). We found by creating new clinical simulations with additional roles for non-clinical professionals, student learners were able to observe and learn interprofessional teamwork from each other and from faculty role models.

scholarly journals Interprofessional Education in U.S. Dental Hygiene Programs: A National Survey

2015 ◽  
Vol 79 (11) ◽  
pp. 1286-1294 ◽  
Author(s):  
Danielle Furgeson ◽  
Janet S. Kinney ◽  
Anne E. Gwozdek ◽  
Rebecca Wilder ◽  
Marita R. Inglehart
Keyword(s):  
National Survey ◽  
Interprofessional Education ◽  
Dental Hygiene ◽  
Dental Hygiene Programs

Success rates of pediatric dental referrals made by public health dental hygiene practitioners

2020 ◽  
Author(s):  
Jacqueline M. Burgette ◽  
Yanelis Mestre ◽  
Brian Martin ◽  
Kristin N. Ray ◽  
Amy Stiles ◽  
...  
Keyword(s):  
Public Health ◽  
Dental Hygiene ◽  
Success Rates

Seminar in Public Health Law and Policy in an Interprofessional Setting: Preparing Practitioners for Collaborative Practice at the Macro Level

2016 ◽  
Vol 44 (S1) ◽  
pp. 56-61 ◽  
Author(s):  
Heather A. McCabe
Keyword(s):  
Public Health ◽  
Interprofessional Education ◽  
Collaborative Practice ◽  
Health Law ◽  
Important Work ◽  
Public Health Law ◽  
Reciprocal Relationships ◽  
Professional Students ◽  
Law And Policy ◽  
The Impact

The author created a new course, called “Seminar in Public Health Law and Policy in an Interprofessional Setting” to address the need for interprofessional education (IPE) to equip graduate and professional students for collaborative practice at the systemic and policy (i.e., macro”) levels in the health care and public health fields. Despite important work being done at the clinical practice level, limited existing IPE models examine larger systemic issues. The course is designed specifically to enable students in social work, law, and public health to recognize the reciprocal relationships between policy and interprofessional collaborative practice, including the need for understanding of the impact of team-practice work at the system and policy levels.

scholarly journals A Physical Therapist and Physical Therapist Assistant Learning Activity to Examine Student Collaboration and Collaboration Readiness: An Intraprofessional Educational Process

2017 ◽  
Author(s):  
Salome Brooks ◽  
Renae Gorman
Keyword(s):  
Interprofessional Education ◽  
Physical Therapist ◽  
Educational Process ◽  
Health Science ◽  
Learning Activity ◽  
Individual Student ◽  
Academic Setting ◽  
Peer Evaluations ◽  
Physical Therapist Assistant ◽  
Collaboration Skills

BACKGROUND: Workforce responsibilities in the clinical setting between the physical therapist (PT) and physical therapist assistant (PTA) emphasize the necessity to develop intraprofessional skills fostering discipline collaboration. These skills impact the team process and the achievement of interprofessional patient centered outcomes. Collaboration is a skill that is sought after in inter- and intraprofessional teams. Intraprofessionalism is occurring within teamwork and collaborative activities labelled or described in interprofessional terms and tools. Health science professional programs have received recent mandates to address interprofessional collaboration skills within curricula. But disciplines that contain multiple professional roles need to address the within discipline, prerequisite intraprofessional skills prior to the field being represented in the care setting. PURPOSE: The purpose of this study is to examine PT and PTA student readiness to learn team collaboration skills within an academic setting and reveal the characteristics of intraprofessional education through the completion of a “professionalism” classroom focused project. METHODS: Following an explanatory sequential mixed methods approach, 54 PT and PTA students completed pre/post the Readiness for Interprofessional Learning Scale (RIPLS) and Interdisciplinary Education Perception Scale (IEPS). Qualitative data collected included student previous supervisory work experiences, independent student meeting process descriptors, and student performance self/peer evaluations. RESULTS: The results showed that the overall RIPLS score increase pre to post was influenced by the strong values within the subscale “Teamwork and Collaboration” expressing the student perspective. IEPS subscales scores indicated consistently a student value for collaboration. The independent student meeting process was conducted without PT/PTA degree level distinctions and task accomplishment appeared seamless. Peer evaluations revealed the existence of collaboration characteristics within groups and individual student qualities. CONCLUSIONS: The results from the interprofessional tools used in this study support the inclusion of intraprofessional collaboration skills development in the classroom. Intraprofessional skills can be fostered in the academic setting as promoted by interprofessional education (IPE) mandates prerequisite to entering the clinic.

scholarly journals Are You a Werewolf? Teaching Symbolic Interaction Theory through Game Play

2021 ◽  
pp. 0092055X2110533
Author(s):  
Christopher T. Conner ◽  
Nicholas M. Baxter
Keyword(s):  
Undergraduate Students ◽  
Sociological Theory ◽  
Symbolic Interaction ◽  
Role Playing ◽  
Learning Activity ◽  
Learning Approaches ◽  
Interaction Theory ◽  
Applied Learning ◽  
Role Playing Game ◽  
Symbolic Interaction Theory

In this article, we report on the implementation of using the game Werewolf as a student-centered applied-learning activity to teach symbolic interaction theory and concepts. Engaging with symbolic interaction theory can be a powerful experience for students due to its potential to challenge taken-for-granted assumptions and analyze students’ everyday life experiences. However, some students may have difficulty grasping the specific details and overall significance underlying the perspective. Moreover, research has shown that undergraduate students often have significant levels of anxiety when confronted with sociological theory in both introductory and upper division theory courses. We aim to address recommendations to incorporate more active learning approaches to social theory by outlining an applied-learning activity based on the role-playing game Werewolf. In the article, we review Werewolf and provide a step-by-step guide on how to implement the activity in the classroom and summarize findings from student assessments and classroom evaluations.

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