scholarly journals Longitudinal interprofessional education in a graduate physiology course

2019 ◽  
Vol 43 (2) ◽  
pp. 241-245 ◽  
Author(s):  
Lisa M. Harrison-Bernard ◽  
Mihran V. Naljayan ◽  
Donald E. Mercante ◽  
Tina Patel Gunaldo ◽  
Scott Edwards
Keyword(s):  
Basic Science ◽  
Interprofessional Education ◽  
Physical Therapist ◽  
Physician Assistant ◽  
Kidney Injury ◽  
Health Science ◽  
Patient Case ◽  
First Case ◽  
Case Presentations

The primary purpose of conducting two interprofessional education (IPE) experiences during a multidisciplinary physiology graduate-level course was to provide basic science, physical therapy, and physician assistant graduate students opportunities to work as a team in the diagnosis, treatment, and collaborative care when presented with a patient case focused on acute kidney injury (first case) and female athlete triad (second case). The secondary purpose was to apply basic physiology principles to patient case presentations of pathophysiology. The overall purpose was to assess the longitudinal effects and the value of IPE integrated within a basic science course. The following Interprofessional Education Collaborative subcompetencies were targeted: roles/responsibilities (RR1, RR4). Students were given a pre- and postsurvey to assess their IPE perceptions and knowledge of professional roles. There were statistically significant increases from the presurvey renal IPE experience to the presurvey endocrine IPE experience for two perception questions regarding the ability to explain the roles and responsibilities of a physical therapist (PT) and physician assistant using a Likert scale. In addition, student knowledge of the role of a PT increased significantly when comparing the renal IPE presurvey to the endocrine IPE presurvey results to open-ended questions. Students’ perceptions of their knowledge as well as their ability to express, in writing, their newly learned knowledge of the role of a PT was sustained over time. Incorporating multiple IPE experiences into multidisciplinary health science courses represents an appropriate venue to have students learn and apply interprofessional competencies.

scholarly journals Effectiveness of interprofessional education in renal physiology curricula for health sciences graduate students

2017 ◽  
Vol 41 (4) ◽  
pp. 594-598 ◽  
Author(s):  
Lisa M. Harrison-Bernard ◽  
Mihran V. Naljayan ◽  
Jane M. Eason ◽  
Donald E. Mercante ◽  
Tina P. Gunaldo
Keyword(s):  
Acute Kidney Injury ◽  
Physical Therapy ◽  
Graduate Students ◽  
Basic Science ◽  
Interprofessional Education ◽  
Kidney Injury ◽  
Renal Physiology ◽  
Graduate Level ◽  
Patient Case ◽  
Behavioral Expectations

The primary purpose of conducting an interprofessional education (IPE) experience during the renal physiology block of a graduate-level course was to provide basic science, physical therapy, and physician assistant graduate students with an opportunity to work as a team in the diagnosis, treatment, and collaborative care of a patient with acute kidney injury. The secondary purpose was to enhance the understanding of basic renal physiology principles with a patient case presentation of renal pathophysiology. The overall purpose was to assess the value of IPE integration within a basic science course by examining student perceptions and program evaluation. Graduate-level students operated in interprofessional teams while working through an acute kidney injury patient case. The following Interprofessional Education Collaborative subcompetencies were targeted: Roles/Responsibilities (RR) Behavioral Expectations (RR1, RR4) and Interprofessional Communication (CC) Behavioral Expectations (CC4). Clinical and IPE stimulus questions were discussed both within and between teams with assistance provided by faculty facilitators. Students were given a pre- and postsurvey to determine their knowledge of IPE. There were statistically significant increases from pre- to postsurvey scores for all six IPE questions for all students. Physical therapy and physician assistant students had a statistically significant increase in pre- to postsurvey scores, indicating a more favorable perception of their interprofessional competence for RR1, RR4, and CC4. No changes were noted in pre- to postsurvey scores for basic science graduate students. Incorporating planned IPE experiences into multidisciplinary health science courses represents an appropriate venue to have students learn and apply interprofessional competencies.

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 Promoting collaboration and cultural competence for physician assistant and physical therapist students: a cross-cultural decentralized interprofessional education model

2015 ◽  
Vol 12 ◽  
pp. 20 ◽  
Author(s):  
Kathleen De Oliveira ◽  
Sara North ◽  
Barbra Beck ◽  
Jane Hopp
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Interprofessional Education ◽  
Cultural Awareness ◽  
Physical Therapist ◽  
Physician Assistant ◽  
The United States ◽  
Cross Cultural ◽  
Student Response ◽  
Wide Range

Purpose: As the United States health care model progresses towards medical teams and the country’s population continues to diversify, the need for health professional education programs to develop and implement culturally specific interprofessional education (IPE) becomes increasingly imperative. A wide range of models exists for delivering and implementing IPE in health education, but none have included the cultural components that are vital in educating the health professional. Methods: A cross-cultural decentralized IPE model for physician assistant (PA) and physical therapy (PT) students was developed. This three-part IPE series was created using an established cultural curricular model and began with the exploration of self, continued with the examination of various dimensions of culture, and concluded with the exploration of the intersection between health and culture. We assessed student satisfaction of the IPE experiences and students’ engagement and attitudes towards IPE using a three-item open-ended questionnaire administered after each cross-cultural activity and the Interprofessional Education Series Survey (IESS) upon the completion of the series. Results: IESS responses showed that PA and PT students reported benefits in interprofessional collaboration and cultural awareness and expressed overall satisfaction with the series. Qualitative analysis revealed growth in student response depth consistent with the scaffolded focus of each IPE module in the series. Conclusion: The trends in this three-part series suggest that institutions looking to develop culturally inclusive IPE educational initiatives may have success through a decentralized model mirroring the effective cultural progression focused on addressing exploration of self, examination of various dimensions of culture, and exploration of the intersection between health and culture.

When People Come First

2013 ◽  
Keyword(s):  
Global Health ◽  
Scale Up ◽  
Moral Economy ◽  
Health Science ◽  
Health It ◽  
Left Behind ◽  
New Research ◽  
Health Enterprise ◽  
Conceptual Work

This book critically assesses the expanding field of global health. It brings together an international and interdisciplinary group of scholars to address the medical, social, political, and economic dimensions of the global health enterprise through vivid case studies and bold conceptual work. The book demonstrates the crucial role of ethnography as an empirical lantern in global health, arguing for a more comprehensive, people-centered approach. Topics include the limits of technological quick fixes in disease control, the moral economy of global health science, the unexpected effects of massive treatment rollouts in resource-poor contexts, and how right-to-health activism coalesces with the increased influence of the pharmaceutical industry on health care. The chapters explore the altered landscapes left behind after programs scale up, break down, or move on. We learn that disease is really never just one thing, technology delivery does not equate with care, and biology and technology interact in ways we cannot always predict. The most effective solutions may well be found in people themselves, who consistently exceed the projections of experts and the medical-scientific, political, and humanitarian frameworks in which they are cast. This book sets a new research agenda in global health and social theory and challenges us to rethink the relationships between care, rights, health, and economic futures.

scholarly journals Acute interstitial nephritis and drug-induced systemic lupus erythematosus due to chlorthalidone and amiodarone: A case report

2020 ◽  
Vol 8 ◽  
pp. 2050313X2091002 ◽  
Author(s):  
Umut Selamet ◽  
Ramy M Hanna ◽  
Anthony Sisk ◽  
Lama Abdelnour ◽  
Lena Ghobry ◽  
...  
Keyword(s):  
Systemic Lupus Erythematosus ◽  
Interstitial Nephritis ◽  
Lupus Erythematosus ◽  
Kidney Biopsy ◽  
Kidney Injury ◽  
Acute Interstitial Nephritis ◽  
Systemic Lupus ◽  
Drug Induced ◽  
Systemic Manifestations

Drug-induced lupus erythematosus has features distinct from primary systemic lupus erythematosus. It can occur with a wide variety of agents that result in the generation of anti-histone or other types of antibodies. Systemic manifestations of drug-induced systemic lupus erythematosus may include renal dysfunction due to circulating immune complexes or due to other immune reactions to the culprit medication(s). Acute interstitial nephritis occurs due to DNA–drug or protein–drug complexes that trigger an allergic immune response. We report a patient who developed acute kidney injury, rash, and drug-induced systemic lupus diagnosed by serologies after starting chlorthalidone and amiodarone. A renal biopsy showed acute interstitial nephritis and not lupus-induced glomerulonephritis. It is important to note that systemic lupus erythematosus and acute interstitial nephritis can occur together, and this report highlights the role of the kidney biopsy in ascertaining the pathological diagnosis and outlining therapy in drug-induced lupus erythematosus.

scholarly journals Depression among health care students in the time of COVID-19: the mediating role of resilience in the hopelessness–depression relationship

2021 ◽  
pp. 008124632199445
Author(s):  
Tammy-lee Pretorius
Keyword(s):  
Health Care ◽  
Traumatic Event ◽  
National Level ◽  
Depression Scale ◽  
Health Care Students ◽  
Mediating Role ◽  
First Case ◽  
Hopelessness Depression ◽  
The World

COVID-19 spread rapidly across the world, and by March 2020, the first case of COVID-19 was identified in South Africa. Lockdown-related measures such as restricted movement and isolation were implemented to contain the virus. Combined with these measures, factors such as economic decline, job losses, and food shortages can cause numerous mental health sequelae such as depression. Feelings of hopelessness and helplessness as well as cases of suicide have been reported around the world due to the pandemic and the associated feelings of anxiety and depression. The aims of this study were to investigate levels of hopelessness and depression in a sample of health care students. A random sample of students ( N = 174) enrolled in a health sciences programme at the University of the Western Cape completed the Beck Hopelessness Scale, the Center for Epidemiological Studies Depression Scale, and a three-item Resilience Scale. The results revealed high levels of hopelessness and depression compared to previously reported normative data for these scales. In addition, the indirect effects of hopelessness on depression were significant, demonstrating the mediating role of resilience in the hopelessness–depression relationship. These results highlight a call for universities to take proactive measures in providing students with free and easily accessible resources to help them cope and manage stress during a traumatic event. More importantly, at a national level, preventive measures should be implemented to strengthen resilience in young adults.

scholarly journals Inflammation and Atherosclerosis

Cells ◽  
2021 ◽  
Vol 10 (5) ◽  
pp. 1197
Author(s):  
Klaus Ley
Keyword(s):  
Clinical Trials ◽  
Animal Models ◽  
Basic Science ◽  
Translational Science ◽  
Special Issue

This 11-chapter Special Issue of Cells spans the gamut from basic science in mechanistic animal models to translational science to outcomes of clinical trials, all focused on the role of inflammation in atherosclerosis [...]

scholarly journals Endovascular repair of de novo post-stenotic aortic coarctation aneurysms with complex collateral supply: two cases with long and medium term follow-up

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Omar Abdel-Hadi ◽  
John Thomson ◽  
Simon J. McPherson
Keyword(s):  
Stent Graft ◽  
Endovascular Repair ◽  
Aortic Coarctation ◽  
De Novo ◽  
Aortic Aneurysms ◽  
Medium Term ◽  
First Case ◽  
Case Presentations ◽  
Selective Embolisation

Abstract Purpose To report the technical details and outcomes of the endovascular repair of two cases of de novo post-stenotic aortic coarctation aneurysms complicated by complex collateral supply. Case presentations Two patients with thoracic aortic aneurysms complicated by complex aneurysm sac collaterals distal to a previously untreated thoracic aortic coarctation have been treated at our institution. Open surgical intervention was deemed to carry a high risk of haemorrhage due to the degree and complexity of arterial collateralisation. In the first case, selective embolisation of collateral vasculature was performed prior to successful exclusion of the aneurysm with a thoracic endovascular stent-graft and then balloon-expandable stent dilatation of the coarctation stenosis. In the second case, the additional technique of using a jailed sheath within the aneurysm sac allowed for selective embolisation of previously inconspicuous collaterals after deployment of the stent-graft and stent combination. Results Technical success was achieved in both patients with successful occlusion of the aneurysm, with no recorded complications or aneurysm sac perfusion in the long and medium term follow up periods respectively. Conclusion De novo post stenotic aortic coarctation aneurysms are rare. Endovascular repair is a safe and durable technique that provides a less invasive alternative to open surgical repair. The use of a jailed sheath allows for complete selective embolisation of complex collaterals avoiding a type II aneurysm endoleak.

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