Medicine and Health Sciences Commons^™

Replicable Interprofessional Competency Outcomes From High-Volume, Inter-Institutional, Interprofessional Simulation, Deborah Bambini, Matthew Emery, Margaret De Voest, Lisa Meny, Michael J. Shoemaker

Peer Reviewed Articles

There are significant limitations among the few prior studies that have examined the development and implementation of interprofessional education (IPE) experiences to accommodate a high volume of students from several disciplines and from different institutions. The present study addressed these gaps by seeking to determine the extent to which a single, large, inter-institutional, and IPE simulation event improves student perceptions of the importance and relevance of IPE and simulation as a learning modality, whether there is a difference in students’ perceptions among disciplines, and whether the results are reproducible. A total of 290 medical, nursing, pharmacy, and physical therapy students …

What And How Do Students Learn In An Interprofessional Student-Run Clinic? An Educational Framework For Team-Based Care, Désirée A. Lie, Christopher Forest, Anne Walsh, Yvonne Banzali, Kevin Lohenry

Physician Assistant Studies Faculty Articles and Research

Background: The student-run clinic (SRC) has the potential to address interprofessional learning among health professions students.

Purpose: To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients.

Methods: The authors recruited students for a focus group study by purposive sampling and snowballing. They constructed two sets of semi-structured questions for uniprofessional and multiprofessional groups. Sessions were audiotaped, and transcripts were independently coded and adjudicated. Major themes about learning content and processes were extracted. Grounded theory was followed after data synthesis and interpretation to establish a framework for interprofessional …

What And How Do Students Learn In An Interprofessional Student-Run Clinic? An Educational Framework For Teambased Care, Désirée A. Lie, Christopher Forest, Anne Walsh, Yvonne Banzali, Kevin Lohenry

Christopher Forest

Promoting Interprofessional Education Through A Student Led Community Health Screening Event, Carrie Maffeo, Eileen Carroll, Alexandra Foster, Kelly Daneri, Isabel Hagedorn, Mary Graham, Jane Gervasio

Jane M. Gervasio

Published abstract from the 115th Annual Meeting of the American Association of Colleges of Pharmacy, Grapevine, TX, July 26-30.

Effects Of High-Fidelity Simulation On Student Perceptions Of Interprofessional Education, Trevor Stump, Mckenzie Shenk, Karissa C. Chow, Becky Brown

The Research and Scholarship Symposium (2013-2019)

Background: Interprofessional education is gaining momentum in healthcare education through the accreditation standards for various health professions and requirements from government initiatives like the Affordable Care Act. The role of high-fidelity simulation in healthcare education is growing and serves as a mechanism to implement interprofessional education.

Purpose: Assess the change in healthcare students’ perceptions of interprofessional education following a high-fidelity emergency medicine simulation.

Methods: Students from a medical, nursing, and pharmacy school participated in a high fidelity simulation event. There was first a brief presentation on interdisciplinary teamwork. The Student Perceptions of Interprofessional Clinical Education-Revised 2 (SPICE-R 2) was administered …

A "Clarion" Call For Embracing Ipe As The Status Quo For Preparing Health Professionals To Engage In Interprofessional Health Research, Kimberly Adams Tufts

Nursing Faculty Publications

Complex health conditions and the social-economic determinants that contribute to disease and injury incidence, prevalence, and health inequalities require multifaceted evidence-based interventions that only interprofessional research teams who collaborate across traditional disciplinary lines can generate. Interprofessionally driven and derived research evidence is the method of du jour. Nonetheless as a whole, health professionals who are often members of interprofessional health research teams are products of educational systems wherein they were educated in disciplinary silos. Health professionals that learn about, with, from, each other during their foundational education will be better prepared to function as interprofessional research team members. With the …