scholarly journals Australian Clinician’s Views on Interprofessional Education for Students in the Rural Clinical Setting

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Elisabeth Jacob ◽  
Tony Barnett ◽  
Karen Missen ◽  
Merylin Cross ◽  
Lorraine Walker
Keyword(s):  
Clinical Education ◽  
Interprofessional Education ◽  
Ad Hoc ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Careful Planning ◽  
Team Members ◽  
Common Goals ◽  
Untapped Resource ◽  
Structured Questionnaire

AbstractBackground: Collaboration between education providers and clinical agencies to develop models that facilitate cross-disciplinary clinical education for students is essential to produce work-ready graduates.Methods and Findings: This exploratory study investigated the perceptions of and opportunities for interprofessional education (IPE) from the perspectives of 57 clinical staff from three regional/rural health services across Victoria, Australia. Data were collected through a semi-structured questionnaire, interviews, and focus group discussions with staff from 15 disciplinary groups who were responsible for clinical education. Although different views emerged on what IPE entailed, it was perceived by most clinicians to be valuable for students in enhancing teamwork, improving the understanding of roles and functions of team members, and facilitating common goals for patient care. While benefits of IPE could be articulated by clinicians, student engagement with IPE in clinical areas appeared to be limited, largely ad hoc, and opportunistic. Barriers to IPE included: timing of students’ placements, planning and coordination of activities, resource availability, and current regulatory and education provider requirements.Conclusions: Without the necessary resources and careful planning and coordination, the integration of IPE as a part of students’ clinical placement experience will remain a largely untapped resource.

scholarly journals A mixed methods approach to determine the climate of interprofessional education among medical and health sciences students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nabil Sulaiman ◽  
Youssef Rishmawy ◽  
Amal Hussein ◽  
Maha Saber-Ayad ◽  
Hamzah Alzubaidi ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Focus Group ◽  
Patient Care ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Study Cohort ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Positive Attitudes ◽  
Health Sciences Students

Abstract Background High-quality patient care is a complex phenomenon that requires collaboration among healthcare professionals. Research has shown that Interprofessional Education (IPE) carries promise to improve collaborative work and patient care. So far, collaboration among various health professionals remains a challenge. Very few focus group discussions to determine the medical students’ readiness and positive attitudes towards IPE have been reported from the Arabian context. Methods A two-staged sequential mixed methods study was conducted among medical, dental, pharmacy, and health sciences students of the University of Sharjah United Arab Emirates. The perspectives of students toward IPE and collaborative practice were first gathered by administering a validated instrument, Readiness for Interprofessional Learning Scale (RIPLS). This was followed by focused group discussions. A quantitative as well as a qualitative data analysis was performed. Results This study cohort included 282 students. All respondents showed readiness to adopt IPE as all statements of the RIPLS inventory scored high median scores. All participants showed positive attitudes and readiness towards IPE. Three main domains of themes were generated from focus group discussions; prior knowledge, need for IPE framework and its implementation. Information workload, lack of clarity and less focused teaching pedagogies of IPE were considered as perceived barriers. Conclusion This study demonstrated a substantial agreement of medical and health sciences students towards readiness and perceived effectiveness of IPE. Educators are urged to embed new IPE programs into existing curricular frameworks, which can potentially enhance collaborative learning and improve quality of patient care.

Supporting the pursuit of professionalism during a crisis

BMJ Leader ◽  
2021 ◽  
pp. leader-2021-000458
Author(s):  
William O Cooper ◽  
Nancy M Lorenzi ◽  
Heather A Davidson ◽  
Cynthia A Baldwin ◽  
Daniel M Feinberg ◽  
...  
Keyword(s):  
Focus Group ◽  
Essential Elements ◽  
Healthcare Organisation ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Crisis Plans ◽  
Team Members ◽  
Professional Accountability ◽  
Physical Plant

BackgroundCrisis plans for healthcare organisations most often focus on operational needs including staffing, supplies and physical plant needs. Less attention is focused on how leaders can support and encourage individual clinical team members to conduct themselves as professionals during a crisis.MethodsThis qualitative study analysed observations from 79 leaders at 160 hospitals that participate in two national professionalism programmes who shared their observations in focus group discussions about what they believed were the essential elements of leading and addressing professional accountability during a crisis.ResultsAnalysis of focus group responses identified six leadership practices adopted by healthcare organisations, which were felt to be essential for organisations to navigate the crisis successfully. Unique aspects of maintaining professionalism during each phase of the pandemic were identified and described.ConclusionsLeaders need a plan to support an organiation’s pursuit of professionalism during a crisis. Leaders participating in this study identified practices that should be carefully woven into efforts to support the ongoing safety and quality of the care delivered by healthcare organisations before, during and after a crisis. The lessons learnt from the COVID-19 pandemic may be useful during subsequent crises and challenges that a healthcare organisation might experience.

scholarly journals Care Across Campus: Athletic Training, Nursing, and Occupational Therapy Student Experiences in an Interprofessional Simulation

2018 ◽  
Vol 13 (4) ◽  
pp. 332-339 ◽  
Author(s):  
Briyana L. M. Morrell ◽  
Alison M. Nichols ◽  
Craig A. Voll ◽  
Kathleen E. Hetzler ◽  
Jane Toon ◽  
...  
Keyword(s):  
Health Care ◽  
Focus Group ◽  
Occupational Therapy ◽  
Focus Groups ◽  
Athletic Training ◽  
Interprofessional Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Occupational Therapy Students ◽  
Positive Attitudes

Context: This study explored health care students' experiences after participation in an interprofessional simulation. Interprofessional education incorporates students from several health care professions in a controlled, collaborative learning environment. Athletic training students are not well represented in interprofessional education literature. Objective: This study sought to explore the attitudes of athletic training, nursing, and occupational therapy students toward other professions after their participation in an interprofessional simulation. Design: This article describes the results of the qualitative portion of a mixed-methods study. Focus group discussions related to elements of the Interprofessional Attitude Scale to explore participants' attitudes toward other professions. Researchers analyzed transcribed focus group discussions for themes. Setting: This study occurred in a private midsized Midwestern university. Patients or Other Participants: Seventy-nine students, representing athletic training, nursing, and occupational therapy, participated in the simulation; a sample of 13 of these participated in the focus groups. Intervention(s): Students in all professions cared for or observed the care of a standardized patient from the time of a spinal cord injury on the football field through an ambulance ride and subsequent emergency and inpatient care. Students collaborated and communicated with one another. Faculty conducted debriefing after the simulation and before the focus groups. Main Outcome Measure(s): Focus groups included relevant questions from the Interprofessional Attitudes Scale, and themes were identified from participants' responses. Results: Researchers identified 4 themes from the focus group discussions: collaboration, respect, knowledge of other professions, and communication. These themes also mirror elements of the Interprofessional Education Collaborative's core competencies of interprofessional collaborative practice. Conclusions: After the simulation, students expressed positive attitudes toward other professions. This study suggests that athletic training, nursing, and occupational therapy students have positive attitudes toward each other's professions after an interprofessional simulation activity.

Who Am I as a Healthcare Provider?

2020 ◽  
pp. 1028-1043
Author(s):  
Rachel Umoren ◽  
Natalia Rybas
Keyword(s):  
Professional Education ◽  
Interprofessional Education ◽  
Ad Hoc ◽  
Healthcare Delivery ◽  
Healthcare Delivery System ◽  
Team Members ◽  
Professional Students ◽  
Interprofessional Teams ◽  
Acute Patient ◽  
Ad Hoc Teams

The U.S. healthcare delivery system relies on the formation of ad hoc teams of highly-trained, experienced, providers of various specialties. The providers work in interprofessional teams that converge to address situations around acute patient care. Various models of virtual training provide structured opportunities for interprofessional education, whereby learners engage with roles and responsibilities essential for their professions and active collaboration with other team members. This learning is transformative as it influences the development of professional identity and teamwork skills needed for successful collaborative practice in interprofessional teams. This chapter explores the role of training health care professional students using virtual simulations and the emerging potential of virtual and augmented reality for health professional education.

scholarly journals Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator?

2020 ◽  
Author(s):  
Shamara Nadarajah ◽  
Arden Azim ◽  
Derya Uzelli Yılmaz ◽  
Matthew Sibbald
Keyword(s):  
Individual Differences ◽  
Focus Group ◽  
Interprofessional Education ◽  
Mixed Methods Study ◽  
Safe Space ◽  
Word Count ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Physician Assistant Students ◽  
Prior Experiences

Abstract Background: Use of jargon and complex healthcare terminology is a potential barrier to interprofessional education (IPE). Healthcare terminology can be separated into two categories: inclusive terminology shared amongst professions, and exclusive terminology unique to one profession. We sought to understand how terminology is perceived by junior learners in an IPE setting.Methods: We conducted a mixed methods study involving medical, nursing, and physician assistant students attending IPE simulation workshops. Students reviewed scenarios used in the workshops and identified terminology they considered “inclusive” or “exclusive”. Then, students participated in focus group discussions surrounding attitudes/perceptions towards healthcare terminology.Results: 23 students analyzed 14 cases, identifying on average 21 terms per case as healthcare terminology (29% of overall word count). Of the 290 terms identified, 113 terms were classified as healthcare terminology, 46 as inclusive and 17 as exclusive by >50% of participants. Analysis of focus group transcripts revealed 4 themes: abbreviations were commonly perceived as complex terminology, unfamiliarity with terminology was often attributed to being early in training even if exclusive, simulation was considered a safe space for learning, and learning terminology was a valued objective in early IPE.Conclusions: Students perceive a lot of healthcare terminology in learning materials, which is recognized as a valuable learning objective in their early IPE experiences, but also a challenge. Categorization of healthcare language is inconsistent among students and may reflect individual differences in prior experiences. Overall, healthcare terminology is a valued desirable difficulty among junior learners, and should not be avoided in IPE.

scholarly journals Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator?

2020 ◽  
Author(s):  
Shamara Nadarajah ◽  
Arden Azim ◽  
Derya Uzelli Yılmaz ◽  
Matthew Sibbald
Keyword(s):  
Individual Differences ◽  
Focus Group ◽  
Interprofessional Education ◽  
Mixed Methods Study ◽  
Safe Space ◽  
Word Count ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Physician Assistant Students ◽  
Prior Experiences

Abstract Background Use of jargon and complex healthcare terminology is a potential barrier to interprofessional education (IPE). Healthcare terminology can be separated into two categories: inclusive terminology shared amongst professions, and exclusive terminology unique to one profession. We sought to understand how complex terminology is perceived by junior learners in an IPE setting. Methods We conducted a mixed methods study involving medical, nursing, and physician assistant students attending IPE simulation workshops. Students reviewed scenarios used in the workshops and identified terminology they considered “inclusive” or “exclusive”. Then, students participated in focus group discussions surrounding attitudes/perceptions towards healthcare terminology. Results 23 students analyzed 14 cases, identifying on average 21 terms per case as healthcare terminology (29% of overall word count). Of the 290 terms identified, 113 terms were classified as healthcare terminology, 46 as inclusive and 17 as exclusive by > 50% of participants. Analysis of focus group transcripts revealed 4 themes: abbreviations were commonly perceived as complex terminology, unfamiliarity with terminology was often attributed to being early in training even if exclusive, simulation was considered a safe space for learning, and learning terminology was a valued objective in early IPE. Conclusions Students perceive a lot of healthcare terminology in learning materials, which is recognized as a valuable learning objective in their early IPE experiences, but also a challenge. Categorization of healthcare language is inconsistent among students and may reflect individual differences in prior experiences. Overall, healthcare terminology is a valued desirable difficulty among junior learners, and should not be avoided in IPE.

scholarly journals Activities Reducing the Stress among Undergraduate Medical Students: The Students' Perception

2019 ◽  
Vol 10 (1) ◽  
pp. 20-24
Author(s):  
Zakir Hassan ◽  
Ashraf Uddin Ahmed ◽  
Humayun Kabir Talukder ◽  
Aliva Salmeen ◽  
Kazi Khairul Alam ◽  
...  
Keyword(s):  
Medical Students ◽  
Stress Reduction ◽  
Quantitative Research ◽  
Descriptive Study ◽  
Counselling Service ◽  
Undergraduate Medical Students ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Cross Sectional ◽  
Structured Questionnaire

Most attention has been focused in recent years with respect to the issues of the medical students suffering from excess of stress during their studies, which may constrain their extent of learning, acquisition of knowledge, and consequently their academic performance. A cross-sectional descriptive study was conducted between July 2016 and June 2017 to explore the activities which helped to reduce the burden of stress among the undergraduate medical students of four government and two private medical colleges in Bangladesh. A self-administered semi-structured questionnaire was used to collect the data on the students' perception. A total of 1145 students included in this study of which 63 % were female. The study revealed that the students' perceptions of stress were highest with respect to the existing policy concerning vacation/holiday (87%), common room facilities (78%), counselling service (64%) and accommodation facilities (60%). The most common coping strategies adopted by the students were discussing problems with family members and friends, gossiping with friends and using social media. Neither alcohol nor drug consumption was mentioned by the students as an effective stress reduction strategy. To generalize the findings, a further longitudinal study including prospective and multi-center focus group discussions along with quantitative research is recommended. Bangladesh Journal of Medical Education Vol.10(1) 2019: 20-24

Who Am I as a Healthcare Provider?

2019 ◽  
pp. 164-179
Author(s):  
Rachel Umoren ◽  
Natalia Rybas
Keyword(s):  
Professional Education ◽  
Interprofessional Education ◽  
Ad Hoc ◽  
Healthcare Delivery ◽  
Healthcare Delivery System ◽  
Team Members ◽  
Professional Students ◽  
Interprofessional Teams ◽  
Acute Patient ◽  
Ad Hoc Teams

The U.S. healthcare delivery system relies on the formation of ad hoc teams of experienced, highly trained providers of various specialties. The providers work in interprofessional teams that converge to address situations around acute patient care. Various models of virtual training provide structured opportunities for interprofessional education, whereby learners engage with roles and responsibilities essential for their professions and active collaboration with other team members. This learning is transformative as it influences the development of professional identity and teamwork skills needed for successful collaborative practice in interprofessional teams. This chapter explores the role of training healthcare professional students using virtual simulations and the emerging potential of virtual and augmented reality for health professional education.

scholarly journals Preferences and Consumption of Pigeon Peas among Rural Households as Determinants for Developing Diversified Products for Sustainable Health

2020 ◽  
Vol 12 (15) ◽  
pp. 6130
Author(s):  
Zahra Saidi Majili ◽  
Cornelio Nyaruhucha ◽  
Kissa Kulwa ◽  
Khamaldin Mutabazi ◽  
Constance Rybak ◽  
...  
Keyword(s):  
Nutritional Value ◽  
Consumer Preferences ◽  
Pigeon Pea ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
The Mean ◽  
Shelf Stable ◽  
Sustainable Health ◽  
Farming Households ◽  
Structured Questionnaire

Pigeon peas are legumes with a high nutritional value. Existing studies of pigeon peas in Tanzania mainly examine production and marketing, but little has been documented with respect to consumer preferences and the consumption of pigeon peas. This study assesses the preferences surrounding pigeon peas and their consumption as bases for the development of diversified and shelf-stable products for nutrition and income improvement. This study comprised 303 randomly selected farming households. Furthermore, 60 farmers participated in six focus group discussions in the Lindi region. A structured questionnaire and a checklist with guided questions were provided for data collection. The analysis uses SPSS (V.21), with differences between groups established using Kruskal–Wallis and Mann–Whitney tests. The associations were tested using Spearman’s ρ at p < 0.05. The mean pigeon peas consumption during the harvesting and lean seasons was 80 g/person/day and 18 g/person/day, respectively. The frequency of consumption was higher during the harvesting season (92%) than the lean (29%) season. The majority of farmers (91%) preferred to consume the local variety, with 84% of them consuming pigeon peas as stew. Five pigeon pea recipes exist in the area. The farmers identified availability, taste, source of income, and familiarity as the factors determining pigeon pea consumption and preferences. With limited recipes and other barriers limiting consumption, the creation of innovative ideas for the development of diversified and shelf-stable products fitting their consumption preferences is needed.

scholarly journals What determines the operational sustainability of rural drinking water points in Ethiopia? The case of Woliso woreda

2019 ◽  
Vol 9 (4) ◽  
pp. 743-753 ◽  
Author(s):  
Birki Gurmessa ◽  
Abate Mekuriaw
Keyword(s):  
Drinking Water ◽  
Qualitative Data ◽  
Binary Logistic Regression ◽  
Sampling Technique ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Water Point ◽  
And Training ◽  
Structured Questionnaire ◽  
Significant Factors

Abstract Water is a fundamental element essential for life and health. However, more than 33.3% of rural water services in Ethiopia are not functioning and hence sustainability of rural drinking water points in the country is under question. With this in mind, this study was undertaken to investigate the factors that affect the operational sustainability of rural drinking water points in Woliso woreda, Ethiopia. A semi-structured questionnaire was administered to a randomly selected 211 households from six rural Kebeles, which were selected using stratified sampling technique. Focus group discussions and key interviews were also held along with observation. The quantitative data were analysed through descriptive statistics and binary logistic regression. The qualitative data were used to augment the results from the regression analysis. The results revealed that water service fee, willingness to pay, occurrence of conflict in the water points, monitoring by water user committees, willingness to sustain service, users' participation in the water point construction, satisfaction with the water point service, perception on the possibility of contamination, and training on maintenance are found to be significant factors that affect the operational sustainability of rural drinking water points. Therefore, these significant factors should be sufficiently addressed when planning water supply projects.

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