scholarly journals Interprofessional Primary Care Course Curriculum and Evaluation

2018 ◽  
Vol 50 (3) ◽  
pp. 217-222 ◽  
Author(s):  
William R. Phillips ◽  
Toby Keys
Keyword(s):  
Primary Care ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Health Professions ◽  
Group Discussions ◽  
Career Plans ◽  
Interprofessional Teamwork ◽  
Care Course ◽  
And Training ◽  
Very High

Background and Objectives: Primary care (PC) requires interprofessional teamwork and training. Although clinical training in PC settings is well developed in some professions, classroom teaching on the principles and practice of PC provides additional opportunities for interprofessional education. Methods: We offered an elective one-credit classroom course on PC over 3 years, 2013 through 2015, enrolling students from dentistry, medicine, nursing, pharmacy, physician assistant, public health, social work, and other fields. Course activities included classroom presentations, small group discussions, team exercises, written reflections, online discussion, and observation visits to PC practices. We conducted an anonymous postcourse evaluation using 5-point Likert-like scales and brief student comments. Results: Eighty-four students completed the course over 3 years and 86% (72) completed the evaluation. Students rated the course high value or very high value, particularly for interprofessional student mix (99%, 71) and practice visit (99%, 70/71). Most students (98% , 65/66), felt the course should be offered again, and 82% (54/66) thought it should be expanded. Most students (93%, 65/70), recommended the course for others, and 41.1% (29/70) felt it should be required for students in their field or for all health professions students. After completing the course, 83.3% (60/72) of students planned careers in PC settings, and 55.6% (40/72) reported they changed plans to such careers. Conclusions: The PC course served students across health professions, earned high ratings, and influenced PC career plans. Most students felt the course should be recommended or required for all health professions students.

scholarly journals A Novel Approach to Interprofessional Education: Interprofessional Day, the Four-Year Experience at the Medical University of South Carolina

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Philip D. Hall ◽  
James S. Zoller ◽  
Valerie T. West ◽  
Carol J. Lancaster ◽  
Amy V. Blue
Keyword(s):  
South Carolina ◽  
Interprofessional Education ◽  
Health Professions ◽  
First Year ◽  
Afternoon Session ◽  
University Of South Carolina ◽  
Graduate Studies ◽  
Interprofessional Teamwork ◽  
Second Year ◽  
Medical University

Background: In order to introduce students to different disciplines and promote interprofessional teamwork, the Medical University of South Carolina developed an innovative educational program, Interprofessional (IP) Day, for all first- and second-year health professions students. The IP Day Committee, composed of representatives from each of the six colleges (pharmacy, nursing, medicine, graduate studies, health professions, and dental medicine), coordinates the day's activities. The morning session (for second-year students only) and the afternoon session (for first-year students only) each begin with a large group meeting where an invited speaker details the concept and implementation of interprofessional teamwork. Following the speaker, students divide into small discussion groups containing at least one student from each of the six colleges and led by a faculty member and student facilitators. The first-year session introduces the role of each discipline (e.g., occupational therapy, nursing). The second-year session promotes teamwork among the professions via a case discussion.Methods and Findings: We assessed the students' satisfaction with the program and measured their attitudes toward interprofessional collaboration using both quantitative and qualitative methods. Results from a formative evaluation of the IP Day suggest improved knowledge about other healthcare professions after participating in interprofessional day, particularly for first-year students.Conclusions: IP Day lays the groundwork for our students' successful interprofessional collaborative experience at MUSC, a paramount university goal.

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

scholarly journals The Seniors’ Community Hub: An Integrated Model of Care for the Identification and Management of Frailty in Primary Care

Geriatrics ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 18
Author(s):  
Marjan Abbasi ◽  
Sheny Khera ◽  
Julia Dabravolskaj ◽  
Bernadette Chevalier ◽  
Kelly Parker
Keyword(s):  
Primary Care ◽  
Gait Speed ◽  
Family Physicians ◽  
Community Dwelling ◽  
Integrated Models ◽  
Care Services ◽  
Interprofessional Teamwork ◽  
Team Working ◽  
Centered Care

(1) Background: Integrated models of primary care deliver the comprehensive and preventative approach needed to identify and manage frailty in older people. Seniors’ Community Hub (SCH) was developed to deliver person-centered, evidence-informed, coordinated, and integrated care services to older community dwelling adults living with frailty. This paper aims to describe the SCH model, and to present patient-oriented results of the pilot. (2) Methods: SCH was piloted in an academic clinic with six family physicians. Eligible patients were community dwelling, 65 years of age and older, and considered to be at risk of frailty (eFI > 0.12). Health professionals within the clinic received training in geriatrics and interprofessional teamwork to form the SCH team working with family physicians, patients and caregivers. The SCH intervention consisted of a team-based multi-domain assessment with person-centered care planning and follow-up. Patient-oriented outcomes (EQ-5D-5L and EQ-VAS) and 4-metre gait speed were measured at initial visit and 12 months later. (3) Results: 88 patients were enrolled in the pilot from April 2016–December 2018. No statistically significant differences in EQ-5D-5L/VAS or the 4-metre gait speed were detected in 38 patients completing the 12-month assessment. (4) Conclusions: Future larger scale studies of longer duration are needed to demonstrate impacts of integrated models of primary care on patient-oriented outcomes for older adults living with frailty.

Academic Units for Primary Care Training and Enhancement: Improving Evidence and Training to Strengthen Primary Care

2020 ◽  
Vol 31 (4S) ◽  
pp. 139-143
Author(s):  
Irene Sandvold ◽  
Jennifer Holtzman ◽  
Nancy Douglas-Kersellius ◽  
Tracey O. Smith ◽  
Cynthia Harne ◽  
...  
Keyword(s):  
Primary Care ◽  
Primary Care Training ◽  
Academic Units ◽  
Care Training ◽  
And Training

scholarly journals Complementary and Integrative Health Knowledge and Practice in Primary Care Settings: A Survey of Primary Care Providers in the Northwestern United States

2021 ◽  
Vol 10 ◽  
pp. 216495612110233
Author(s):  
Malaika R Schwartz ◽  
Allison M Cole ◽  
Gina A Keppel ◽  
Ryan Gilles ◽  
John Holmes ◽  
...  
Keyword(s):  
United States ◽  
Primary Care ◽  
Health Knowledge ◽  
Care Delivery ◽  
Primary Care Providers ◽  
The United States ◽  
Research Network ◽  
Care Providers ◽  
Integrative Health ◽  
And Training

Background The demand for complementary and integrative health (CIH) is increasing by patients who want to receive more CIH referrals, in-clinic services, and overall care delivery. To promote CIH within the context of primary care, it is critical that providers have sufficient knowledge of CIH, access to CIH-trained providers for referral purposes, and are comfortable either providing services or co-managing patients who favor a CIH approach to their healthcare. Objective The main objective was to gather primary care providers’ perspectives across the northwestern region of the United States on their CIH familiarity and knowledge, clinic barriers and opportunities, and education and training needs. Methods We conducted an online, quantitative survey through an email invitation to all primary care providers (n = 483) at 11 primary care organizations from the WWAMI (Washington, Wyoming, Alaska, Montana and Idaho) region Practice and Research Network (WPRN). The survey questions covered talking about CIH with patients, co-managing care with CIH providers, familiarity with and training in CIH modalities, clinic barriers to CIH integration, and interest in learning more about CIH modalities. Results 218 primary care providers completed the survey (45% response rate). Familiarity with individual CIH methods ranged from 73% (chiropracty) to 8% (curanderismo). Most respondents discussed CIH with their patients (88%), and many thought that their patients could benefit from CIH (41%). The majority (89%) were willing to co-manage a patient with a CIH provider. Approximately one-third of respondents had some expertise in at least one CIH modality. Over 78% were interested in learning more about the safety and efficacy of at least one CIH modality. Conclusion Primary care providers in the Northwestern United States are generally familiar with CIH modalities, are interested in referring and co-managing care with CIH providers, and would like to have more learning opportunities to increase knowledge of CIH.

Changing the Future of Health Professions: Embedding Interprofessional Education Within an Academic Health Center

2010 ◽  
Vol 85 (8) ◽  
pp. 1290-1295 ◽  
Author(s):  
Amy V. Blue ◽  
Maralynne Mitcham ◽  
Thomas Smith ◽  
John Raymond ◽  
Raymond Greenberg
Keyword(s):  
Health Center ◽  
Interprofessional Education ◽  
Health Professions ◽  
Academic Health Center ◽  
Academic Health ◽  
The Future

Effect of Mental Hospital Volunteer Work on Career Choice

1969 ◽  
Vol 25 (1) ◽  
pp. 35-40
Author(s):  
Murdo M. Dowds ◽  
James A. Kulik ◽  
Karl E. Scheibe
Keyword(s):  
Mental Health ◽  
College Students ◽  
Mental Hospital ◽  
Health Professions ◽  
Volunteer Work ◽  
Control Groups ◽  
Volunteer Program ◽  
Career Plans ◽  
Academic Year

This study was designed to investigate the effect of participation in a mental hospital volunteer program on students' subsequent career plans and activities. Responses of the volunteers on follow-up questionnaires were compared with those of two control groups of college students not in the program. The number of volunteers planning careers in mental health professions increased significantly after participation in the program while the control groups showed little change in career plans. The volunteers also evaluated their summer's experience as highly important for their future vocational plans, and a high percentage planned to spend their next summer engaged in mental health activities. The program had only limited effects, however, on the academic-year behaviors of the volunteers.

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