scholarly journals How partnerships for community-based health professions training were affected by national changes in funding

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Patricia A Carney ◽  
Eric M Wiser ◽  
Cynthia Taylor ◽  
Debbie Cole ◽  
Shelley Dougherty ◽  
...  
Keyword(s):  
Health Professions ◽  
Community Based

scholarly journals Influence of community-based education on undergraduate health professions students’ decision to work in underserved areas in Uganda

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Samuel Kizito ◽  
Rhona Baingana ◽  
Kintu Mugagga ◽  
Peter Akera ◽  
Nelson K. Sewankambo
Keyword(s):  
Health Professions ◽  
Community Based ◽  
Community Based Education

scholarly journals EVALUATING INTERPROFESSIONAL EDUCATION PRINCIPLE IN A LONGITUDINAL COMMUNITY-BASED PROGRAM FOR 3 SCHOOLS OF HEALTH PROFESSIONS: MEDICINE, NURSING, AND NUTRITION

2018 ◽  
Vol 7 (1) ◽  
pp. 59
Author(s):  
Doni Widyandana
Keyword(s):  
Undergraduate Students ◽  
Interprofessional Education ◽  
Quantitative Data ◽  
Descriptive Analysis ◽  
Community Setting ◽  
Care Program ◽  
Health Professions ◽  
Attitude Scale ◽  
Patient Centeredness ◽  
Community Based

Background: Interprofessional education (IPE) is a method offered to support the collaboration of two health professions or more in order to create an ideal teamwork. This study aims to evaluate students’ interprofessional attitudes during the implementation of IPE in a community-based program among 3 health professions students.Method: Second and third year undergraduate students from three health profession schools in Faculty of Medicine, Universitas Gadjah Mada, medicine (n = 50), nursery (n = 50), and nutrition (n = 50), were recruited in 2015. Students were sent to a community setting in a small group of 10 consisting of those three schools’ students. They were assigned to a certain family and followed them longitudinally in a curriculum called the Community and Family Health Care program. Quantitative data were collected with a survey using Interprofessional Attitude Scale instrument containing 5 subscales (27 items): teamwork, roles and responsibilities; patient-centeredness; interprofessional biases; diversity and ethics; and community-centeredness. The items used 5-level Likert scale. Descriptive analysis was performed for the quantitative data and comparison among those three groups used Kruskal-Wallis test.Results: Most of the students strongly agreed they learned a lot about interprofessional attitudes during this program (mean scores of each subscale: 3.85, 4.19, 3.18, 3.83, and 3.99, respectively). There were significant differences among mean scores of each subscale (p< 0.05). Medical and nursery students had higher mean scores compared to nutrition students, except in the subscale of community-centeredness (p = 0.197).Conclusion: IPE can be implemented successfully in a longitudinal community-based education curriculum and benefits undergraduate students in studying interprofessional attitudes. The program should be evaluated and improved to assure all students to get equal benefits.

scholarly journals COMMUNITY-BASED HEALTH-PROFESSIONS INTERPROFESSIONAL EDUCATION: A COLLABORATIVE AND SUSTAINABLE MODEL

2018 ◽  
Vol 7 (1) ◽  
pp. 46
Author(s):  
Tri Nur Kristina ◽  
Sudaryanto Sudaryanto ◽  
Fatikhu Yatuni Asmara ◽  
Nuryanto Nuryanto ◽  
Firman Wirakusumah ◽  
...  
Keyword(s):  
Community Health ◽  
Interprofessional Education ◽  
Peer Assessment ◽  
Group Discussion ◽  
Health Professions ◽  
Health Problems ◽  
Community Based ◽  
Nutrition Research ◽  
Study Programs ◽  
Draft Model

Background: Community health problems should be solved comprehensively dan collaboratively by involving several health professionals. Combination of Community-based education (CBE) with Interprofessional education (IPE) might contribute in the management of community health problems and give experiences of health team collaboration for health professions students.Method: This was a preeliminary study to develop and to validate Model CBE-IPE. Research was done in the Faculty of Medicine Diponegoro University, Semarang involving 3 study programs i.e. Medicine, Nursing, and Nutrition. Research method was qualitative study by using document analyses to develop draft model followed by Focus Group Discussion (FGD) to validate the model. Results: Based on comparability of the curriculum and acquired competencies, the model can only be sufficient if implemented for students in 6th semester. The model has  been agreed to be implemented with several input and suggestions. Small group of students should work together to assess health problems in 1-2 family, to implement intervention, to monitor and evaluate their intervention, and to report their work. Assessment including activity, peer assessment, family evaluation, ability of presentation and discussion, and report writing. Perceptions of students, instructurs, and community member will be asked after implementation to evaluate the program. Conclusion: Model of CBE-IPE suggested to be implemented for students who have sufficient competencies to be applicated in the community. Review and further validation of this model is still needed after implementation.    

Competencies for undergraduate community-based education for the health professions – A systematic review

2012 ◽  
Vol 34 (9) ◽  
pp. 733-743 ◽  
Author(s):  
Zahra Ladhani ◽  
Albert J.J.A. Scherpbier ◽  
Fred C.J. Stevens
Keyword(s):  
Systematic Review ◽  
Health Professions ◽  
Community Based ◽  
Community Based Education

scholarly journals Enhancing health professional student experiences with experiential learning

2020 ◽  
Author(s):  
Charlene Schmidt
Keyword(s):  
Experiential Learning ◽  
Nutrition Education ◽  
Student Perceptions ◽  
Athletic Training ◽  
Health Professions ◽  
Nutrition Therapy ◽  
Learning Opportunities ◽  
Student Experiences ◽  
Community Based ◽  
Dietetics Education

This study focused on providing students from dietetics, in an undergraduate dietetic program with experiential learning opportunities, to apply nutrition education skills and knowledge in an interprofessional community-based grant project. Students enrolled in the medical nutrition therapy courses between 2012-2015 completed reflection surveys about their experiences after attending a client home visit or participating in a health fair. The survey contained specific questions addressing prior preparation of interprofessional work, ability to deliver nutrition education, and perceived effect on future skills as a nutrition and dietetics professional. The study was a part of a larger collaborative practices grant for community geriatric care and education acquired by the School of Nursing. Results indicated the majority of dietetic students felt prepared to provide nutrition information to clients/patients. Students also felt that observation of the registered dietitian nutritionist instructor, the registered nurse instructor and collaboration with other students from multiple health professions such as Athletic Training, Physical Therapy, Occupational Therapy, and Nursing enhanced their abilities and confidence to provide future nutrition education. Dietetic educators across the world are encouraged to incorporate projects into academic coursework similar to the one presented. These kinds of collaborative, community-based, experiential learning opportunities showed the effectiveness of student learning in dietetics education. The results also showed enhanced student perceptions about self in relationship to others when working with other students from various health professions.

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