scholarly journals The Differences in Perceptions of Interprofessional Education Among Health Profession Students: The Indonesian Experience

2020 ◽  
Vol Volume 13 ◽  
pp. 403-410
Author(s):  
Dedy Syahrizal ◽  
Teuku Renaldi ◽  
Sukma Wulan Dianti ◽  
Noraliyatun Jannah ◽  
R Rachmah ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Health Profession

Health Profession Centrism

2020 ◽  
Author(s):  
Edward Pecukonis
Keyword(s):  
Health Professionals ◽  
Interprofessional Education ◽  
Professional Socialization ◽  
Treatment Success ◽  
Work Practice ◽  
Social Work Practice ◽  
Health Profession ◽  
Critical Education ◽  
Curriculum Content ◽  
Training Objective

The concept of health profession centrism and its effects on interprofessional education is important to Social Work practice. Profession centrism is concerned with a student’s professional socialization and their ability to work effectively with other health professionals and clients. This cultural frame determines the salience of curriculum content, core values, practice rituals and customs. It determines the meaning and etiology of symptoms and what constitutes health and treatment success. The interprofessional education (IPE) agenda is often seen as “soft curriculum” content and put to the side for the rigors of health sciences. Paradoxically, it is these issues of communication, ethics, role definition, and working as a team that creates problems among health professionals which compromise safety and efficiency in patient/client care. Learning to minimize profession centrism is a critical education and training objective for health social workers.

scholarly journals The Differences in Perceptions of Interprofessional Education Among Health Profession Students: The Indonesian Experience [Erratum]

2020 ◽  
Vol Volume 13 ◽  
pp. 557-558
Author(s):  
Dedy Syahrizal ◽  
Teuku Renaldi ◽  
Sukma Wulan Dianti ◽  
Noraliyatun Jannah ◽  
R Rachmah ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Health Profession

scholarly journals Health professionalism and health profession education in the 21st century

MedEdPublish ◽  
2021 ◽  
Vol 11 ◽  
pp. 3
Author(s):  
Chanuttha Ploylearmsang
Keyword(s):  
21St Century ◽  
Clinical Education ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Emerging Infectious Diseases ◽  
Health Profession ◽  
Health Profession Education ◽  
Health Security ◽  
Competency Based ◽  
Epidemiological Transitions

The dramatic, rapid and uncertain changes from the 20th to the 21st century are called global megatrends. Such trends are the emerging and re-emerging infectious diseases, an aging society, environmental hazards, behavioural risks, and more complicated lifestyles of humans in the digital age with advanced information technology (IT) that impact much on epidemiological transitions, health security and healthcare.  Health professionals are the key persons for dealing with these challenging healthcare trends. The next generation of health professionals should be equipped with high professionalism especially for the components of humanism that artificial intelligence (AI) cannot replicate. Moreover, interprofessional collaborative teamwork among health professionals is a required skill for working in dynamic transitions such as the coronavirus disease 2019 (COVID-19) pandemic. Interprofessional education (IPE) is one of the essential strategies for enhancing teamwork skills in learners. Six previously reported trends in health profession education for the 21st century are summarized, including interprofessional education, longitudinal integrated clinical education, understanding partnerships and social determination of health in patients, life-long learning, competency-based skills changeable over time, and AI and IT integrated in education. The connection among megatrends, trends in healthcare, health professionalism and health professional’s education will be important issues in academia for both health educators and health professionals.

The Effect of a Geriatric Simulation-enhanced Interprofessional Education on Health Profession Students

2021 ◽  
Vol 61 ◽  
pp. 33-41
Author(s):  
Diane K. Brown ◽  
Christine Heifner Graor ◽  
Sheau-Huey Chiu ◽  
Lori Kidd ◽  
James A. Grand
Keyword(s):  
Interprofessional Education ◽  
Health Profession

scholarly journals The Effects of Simulation Problem-Based Learning on the Empathy, Attitudes toward Caring for the Elderly, and Team Efficacy of Undergraduate Health Profession Students

2021 ◽  
Vol 18 (18) ◽  
pp. 9658
Author(s):  
Hae-Kyoung Son
Keyword(s):  
Undergraduate Students ◽  
Interprofessional Education ◽  
Teaching Method ◽  
Problem Based Learning ◽  
The Elderly ◽  
Health Profession ◽  
Dental Hygiene Students ◽  
Team Efficacy ◽  
Quasi Experimental ◽  
Simulation Problem

Undergraduate students studying health professions receive a uniprofessional education in an isolated educational environment within the university curriculum, and they have limited opportunities to experience collaborative learning through interactions with other professions. This study adopted a one-group, pretest–posttest, quasi-experimental design to investigate the effect of an undergraduate course that applied simulation problem-based learning (S-PBL) on nursing and dental hygiene students’ empathy, attitudes toward caring for the elderly, and team efficacy. The S-PBL was designed based on the ARCS model of motivation proposed by Keller, and the subjects (n = 24) participated in a small group activity of identifying and checking for medical errors that may pose a threat to patients’ safety. The results showed that there was a statistically significant increase in the subjects’ attitudes toward caring for the elderly (t = 3.11, p = 0.01) and team efficacy (t = 2.84, p = 0.01) after participating in the S-PBL. The teaching method developed by this study aims to counteract the problems of the limited experience available to undergraduate health profession students during clinical practicum in the context of the COVID-19 pandemic and the limitations of interprofessional education, and it has established the groundwork for further exploration of the learning transfer effect of S-PBL.

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