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interprofessional competencies

Roxanne Amerson
BACKGROUND: Health professionals must be academically and experientially prepared regarding the social determinants of health to reduce health disparities at the global level. The emerging literature reflects a trend for incorporating global health competencies for health care. Specifically, recommendations from the Consortium of Universities for Global Health, National Academy of Medicine, and multiple nursing organizations encourage the inclusion of a global health curriculum. OBJECTIVES: To describe the development of an undergraduate global health certificate program and provide recommendations for the development of future global health programs...
March 19, 2019: Annals of Global Health
Helen Benson, Cherie Lucas, Shalom I Benrimoj, Kylie A Williams
Background Pharmacists are increasingly being included as members of general practice primary care teams. To date, there have been few published studies describing the competencies of general practice (GP) pharmacists and establishing their subsequent educational needs. Aim of the review The aim of this literature review is to establish the activities of pharmacists in general practice to inform the development of a comprehensive role description and competency map. Method A systematic literature search of EMBASE, MEDLINE, international pharmaceutical abstracts and the Cochrane database of systematic reviews was conducted from the start of the databases to August 2018...
March 16, 2019: International Journal of Clinical Pharmacy
Jorie M Colbert-Getz, Katie Lappe, Michael Northrup, Danielle Roussel
Phenomenon: There is an abundance of literature on Entrustable Professional Activities (EPAs) in theory, but there are few studies on the EPAs in practice for undergraduate clinical education. In addition, little is known about the degree to which the EPAs are or are not aligned with physician assessors' performance schemas of the clerkship student. Investigating the degree to which physician assessors' performance schemas are already aligned with the activities described by the EPAs is critical for effective workplace assessment design...
March 15, 2019: Teaching and Learning in Medicine
Andrew N Garman, Melanie P Standish, Joyce Anne Wainio
BACKGROUND: As the pace of health sector transformation accelerates, the importance of leadership continues to grow across all health professions. Advances in a variety of disciplines can inform effective leadership development. However, at present, most health sector leadership competency models do not incorporate these advances and are instead developed using consensus-based methods within specific professions. An interprofessional approach to leadership competencies could help incorporate these advances and support better interdisciplinary leadership development...
March 11, 2019: Health Care Management Review
Christopher E Jonas, Steven J Durning, Catherine Zebrowski, Francesca Cimino
PROBLEM: The American Medical Association has called for telehealth to become a core competency of medical students. Studies indicate a principal reason physicians do not practice telehealth is lack of training, yet patient interest in and satisfaction with telehealth is high. No comprehensive U.S. undergraduate medical education curriculum teaching telehealth principles has been published. APPROACH: In February 2018, the Uniformed Services University of the Health Sciences (USU) provided an innovative telehealth training experience for third-year medical students...
March 12, 2019: Academic Medicine: Journal of the Association of American Medical Colleges
Annette L Gardner, Laura Clementz, Renée H Lawrence, Mary A Dolansky, Alli M Heilman, Anne R Rusterholtz, Simran Singh, Matthew Sparks, Mamta K Singh
Combining interprofessional education, clinical or workplace learning, and physician resident teachers in the ambulatory setting, the dyad model enhances teamwork skills and increases nurse practitioner students' clinical competence.
February 2019: Federal Practitioner
Renato V Samala, Laura J Hoeksema, Colleen Y Colbert
BACKGROUND: With the rapid growth in the number of fellowship programs in Hospice and Palliative Medicine (HPM), many are in the process of developing ways to demonstrate that fellows are attaining educational milestones. Reflection and self-assessment are key components of 2 Accreditation Council for Graduate Medical Education (ACGME) competencies, practice-based learning and improvement, and systems-based practice, which have both been historically challenging to learn and assess. OBJECTIVE: This article describes results of a content analysis of narrative data collected from HPM fellows' self-assessments as they performed hospice home visits independently in a new clinical rotation...
March 13, 2019: American Journal of Hospice & Palliative Care
Tziporah Rosenberg, Daniel Mullin
Collaborative approaches to healthcare that integrate behavioural and biomedical interventions are more likely to enhance patient outcomes as well as provider satisfaction with care delivery than siloed approaches to care. The recognition for specific and targeted training for these models is growing among all health professions, although many in the field have not received systematized, interprofessional, and competency-based training that adequately prepared them for the work of integration. This article reviews some of the fundamental principles of biopsychosocially-oriented, team-based approaches to care that integrate behavioural and biomedical perspectives and delineates the need for targeted training efforts...
March 12, 2019: International Review of Psychiatry
Heli Vaartio-Rajalin, Lisbeth Fagerström
The aim of this scoping review was to describe the state of knowledge on professional care at home with regard to different perspectives on patient-centredness, content of care, interprofessional collaboration, competence framework and effectivity. A scoping review, n = 35 papers, from four databases (EBSCO, CINAHL, Medline, Swemed) were reviewed between May and August 2018 using the terms: hospital-at-home, hospital-in-the-home, advanced home healthcare, hospital-based home care or patient-centered medical home...
March 6, 2019: Health & Social Care in the Community
Jason K Hughes, Angela Allen, Tim McLane, Jessica L Stewart, Vahé Heboyan, Gianluca De Leo
OBJECTIVE: We investigated occupational therapy faculty beliefs about and perceptions of interprofessional education (IPE) and to identify differences in faculty positions on IPE between programs affiliated with an on-campus academic health care center (AHC) and programs not affiliated with an on-campus AHC. METHOD: Online surveys were distributed by email to 1,466 faculty at programs accredited by the Accreditation Council for Occupational Therapy Education. The results were described using descriptive statistics and cross-tabulations...
January 2019: American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association
Antje Schubert
BACKGROUND: Today we are faced with changes in society and healthcare needs resulting from demographic transition. Among many other developments, the increasing complexity of healthcare creates new requirements for health professionals. To meet these requirements, such as evidence-based practice, professionally experienced therapists need additional training courses to acquire scientific competencies in addition to their professional competence. Certification courses for practitioners in the fields of speech therapy, occupational therapy and physical therapy offer a way to achieve these scientific competencies...
March 2, 2019: Zeitschrift Für Evidenz, Fortbildung und Qualität Im Gesundheitswesen
Brenda Flood, Liz Smythe, Clare Hocking, Marion Jones
Interprofessional practice is commonly discussed in the literature in terms of competencies. In this study we move away from the theoretical notions of criteria, concepts and guidelines to adopt an ontological approach which seeks to stay as close to the lived experience as possible. Our research asked 12 participants from a variety of health disciplines to tell their stories of working interprofessionally. We sought to glean meaning from the lived experience. Our phenomenological hermeneutic approach and interpretation were informed by Heidegger and Gadamer...
March 2, 2019: Advances in Health Sciences Education: Theory and Practice
Roschelle Heuberger, W Andrew Clark
INTRODUCTION: Online education has become standard for delivering graduate coursework in the medical and allied health professions, yet there is insufficient evidence regarding best practices and preferred methods of delivery for students in graduate clinical nutrition programs. Synchronous or real-time virtual classes vs asynchronous or static formats both have potential drawbacks and benefits. The purpose of this study was to evaluate graduate clinical nutrition student perceptions and learning outcomes using specific delivery modes in online instruction...
2019: Journal of Allied Health
Hiroshi Abe, Hironori Yada, Takeshi Yamamoto, Hitoshi Sohma
PURPOSE: The undergraduate version of the Interprofessional Learning Scale (UIPLS) was developed to evaluate students' competency in interprofessional education because the existing scales were too professional for entry-level students to understand and respond to effectively. In addition, existing scales have some noted problems with validity and reliability. METHODS: An early 49-item version of the UIPLS was completed by 837 first-year students from two universities and one technical college, including departments for various professionals, in Hokkaido prefecture, Japan...
2019: Journal of Allied Health
Jeannine C Lawrence, Linda L Knol, Jennifer Clem, Rebecca de la O, C Suzanne Henson, Richard H Streiffer
No abstract text is available yet for this article.
February 27, 2019: Journal of Nutrition Education and Behavior
Scott B Crawford, Stormy M Monks, Melissa Mendez, Dale Quest, Zuber D Mulla, Sanja Kupesic Plavsic
Background: The Accreditation Council for Graduate Medical Education expects residents to attain competency in systems-based practice by advocating for quality patient care, working in interprofessional teams, and implementing system solutions to prevent errors. Diabetes in pregnancy was identified as an area for improvement through comprehensive interdisciplinary and interprofessional care. Objective: An interdisciplinary and interprofessional workshop was created by 3 regional academic institutions to improve collaborative practice, clinical knowledge, and clinical judgment of residents...
February 2019: Journal of Graduate Medical Education
Elizabeth Andrews, David N Dickter, Sorrel Stielstra, Gary Pape, Sheree J Aston
Although reviewing dental students' clinical competency assessments is an important aspect of instruction, finding time to give individual feedback to each student poses a challenge for faculty members, and some students may prefer to receive feedback from a peer. The aim of this study was to explore dental students' perceived value of feedback on their performance in a simulated patient care activity from either a faculty member or a peer. Participants were third- and fourth-year dental students who had completed two years of interprofessional instruction and a videotaped objective structured clinical examination (OSCE) with standardized patients...
February 25, 2019: Journal of Dental Education
Anita Vijay Kusnoor, Anne C Gill, Catherine L Hatfield, Nancy Ordonez, Rita Dello Stritto, Peggy Landrum, Cayla R Teal, Nadia Ismail
Introduction: The science of patient safety demonstrates that good communication is essential for effective interprofessional collaboration. Methods: We created a low-stakes, formative assessment with which medical students, pharmacy students, and nursing students could practice several of the Interprofessional Education Collaborative competencies. We aimed to enable students to practice collaborative care, respect for other disciplines, and shared accountability...
January 4, 2019: MedEdPORTAL Publications
Laurie Caines, Yetunde Asiedu, Tina Dugdale, Helen Wu
Introduction: Many physicians do not feel competent providing nutritional counseling to patients. A minimum of 25 hours dedicated to nutrition is recommended in preclinical years, but only 40% of U.S. medical schools achieve this goal. Nutrition counseling is best done when physicians work collaboratively with registered dietitians (RDs). We sought to introduce this interprofessional approach in our preclinical curriculum. Methods: In our first-year doctoring course, students viewed a nutrition lecture from a physician and RD...
August 17, 2018: MedEdPORTAL Publications
Kelly Karpa, Casey Pinto, Anthony Possanza, Jason Dos Santos, Melissa Snyder, Angela Salvadia, Daniel Panchik, Robin Myers, Michael Fink, Andrew Dunlap
Introduction: Integration of interprofessional education (IPE) activities into health professions curricula aims to promote collaborative practice with a goal of improving patient care. Methods: Through intercollegiate collaborations involving four different educational organizations and an academic health center, an interprofessional stroke simulation involving standardized patients was developed and instituted for IPE-naive student learners from medicine, nursing, physician assistant, occupational therapy, and physical therapy programs with additional involvement from pharmacy and social work learners...
March 29, 2018: MedEdPORTAL Publications
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