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Trusted by our loyal customers. Live Chat - Active. Privacy policy. Interprofessional education for collaboration: learning how to improve health from interprofessional models across the continuum of education to practice. Evaluating interprofessional education: a UK review for health and social care.

As such, this definition encompasses both pre-qualification and post qualification learners. It also stems from research demonstrating that effective collaboration amongst multiple health care providers is essential for the provision of effective and comprehensive care 5 5.

Effective interprofessional education: argument, assumption and evidence. Oxford: Blackwell; Indeed, problems with communication and collaboration amongst different health and social care professionals continue to be a concern as they can comprise the delivery of patient care 6 6. Kvarnstrom S. Difficulties in collaboration: a critical incident study of interprofessional healthcare teamwork. J Interprof Care. Interprofessional teamwork for health and social care.

Oxford: Wiley-Blackwell; Studies in North America have, for example, revealed how damaging the impact of communication failures can be for patients resulting in undermining patient safety and causing serious injury or even death 8 8.

Surgeon information transfer and communication: factors affecting quality and efficiency of inpatient care. Ann Surgery. Interprofessional education in team communication: working together to improve patient safety. BMJ Qual Safety. The collective view of the literature cited above is that health and social professions need education and training to provide them with the attitudes, knowledge and skills needed to work effectively together to deliver safe, high quality patient care.

Policy documents have supported the need for IPE to help to improve collaborative competencies 10 Interprofessional Education Collaborative Expert Panel. Core competencies for interprofessional collaborative practice: Report of an expert panel.

The Interprofessional Curriculum Renewal Consortium. Curriculum Renewal for Interprofessional Education in Health. Recently, the World Health Organization 2 2. Importantly, this document outlines the significant need of IPE and collaborative practice to help improve fragmented and struggling health systems throughout the world — in both developed and developing countries. These IPE policy documents are affecting changes at the educational, professional, and organizational levels, resulting in the incorporation of IPE into health and social care education programs, regulatory bodies and organizational policies.

In these instances, health and social faculties are working together to provide IPE opportunities for their students. For example, in a study that compared the delivery a patient safety course from both a uniprofessionally and interprofessionally perspective found that while all students increased their knowledge, those who participated in the interprofessional course gained added value from these interactions and felt better able to work within the interprofessional team 12 Medical students benefit from learning about patient safety in an interprofessional team.

Med Educ. Many health and social care organizations are supporting IPE initiatives. For instance, Barr et al. This support has also been echoed by different universities, professional associations and health care institutions, who also recognize the need to provide IPE for their learners.

There has been some debate on when is the most effective time to implement IPE within educational and clinical organizations. Research indicating that students entering their first year of a pre-qualification program already have an established and consistent set of stereotypes about other health and social care professional groups has generated the argument that IPE delivered at this time may play an important role in diminishing the negative effects of professional socialisation, such as hostile stereotyping 5 5.

In contrast, others have suggested that post-qualification IPE is more effective because participants have a firmer understanding of their own professional identity and role. In a survey of students from eight professional groups, it was found that the strength of professional identity in all professional groups was high on entry to university but declined significantly over time for some professions.

Interprofessional attitudes amongst undergraduate students in the health professions: a longitudinal questionnaire survey. International J Nurs Stud. The results from this study and others 14 A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education.

Interprofessional education as an approach for reforming health professions education in Brazil: emerging findings. Reeves S. An overview of continuing interprofessional education. J Cont Educ Health Prof. Given that the objectives and nature of an IPE initiative will differ depending on the stage of learning, this approach seems appropriate.

IPE could initially be used to prepare students for collaborative practice, while this type of education at a later stage could reinforce early learning experiences and further support collaborative practice. The definition of IPE outlined above stresses the need for explicit interprofessional interaction between participants, as it is argued that this interactivity promotes the development of the competencies required for effective collaboration 5 5.

Learning methods that enable interactivity are therefore a key feature of IPE. There are a number of different types of interactive learning methods used:. The literature contains numerous examples of these five learning activities within IPE initiatives. For example, Freeth et al. Multidisciplinary obstetric simulated emergency scenarios: promoting patient safety in obstetrics with teamwork-focused interprofessional simulations.

The focus of the course is on nontechnical aspects of care and their influence on patient safety. The course involved an initial orientation to the environment, simulation scenarios, and facilitated debriefings. Combining different interactive learning methods in an IPE initiative can make the experience more stimulating, and interesting and contribute to a more profound level of learning. For instance, one IPE program, which aimed to develop interprofessional patient-centred collaborative skills of students from medicine, dental hygiene, dentistry, nursing and pharmacy, involved an orientation workshop, ongoing educational sessions and an 8-week clinical placement as an interprofessional student team 18 The particular learning methods used will depend on the objectives of the IPE initiative, the participants, and the resources available.

Students might have more or less familiarity and experience with particular learning methods, such as online learning or simulation, and this variation can be a challenge in an IPE program. Opportunities for informal learning — when learners meet socially and discuss aspects of their formal education — are a useful approach for IPE.

Informal learning can be helpful in allowing individuals to exchange ideas and obtain guidance from their peers, work colleagues or managers.

Informal learning activities can be explicitly built into an interprofessional program. For example, it can be used to provide opportunities to share time during breaks to informally discuss educational experiences. In an evaluation of a community-based module 19 Community-based interprofessional education for medical, nursing and dental students. Health Soc Care Commun. For these students, this type of learning was felt to be a valuable part of their shared experiences on this module.

Effective interprofessional education: development, delivery and evaluation. Combining learning activities designed to promote collaborative outcomes with those designed to promote more profession-specific outcomes can be problematic.

Learners may experience uncertainty regarding the overall aim of the IPE. This issue emerged during work on an interprofessional placement for medical, nursing, occupational therapy and physiotherapy students 21 Friedson E. Professional dominance: the social structure of medical care.

New York: Aldine Publishing Company; In order to provide students a holistic insight into a clinical environment, they were offered both collaborative interactive learning activities such as team problem-solving and profession-specific activities such as drug administration — a task that the nursing students exclusively undertook.

For the students on this placement, the inclusion of both collaborative and profession-specific learning activities produced tension as it was found difficult to actively participate in both types of activity. After feeding this finding back to the group responsible for developing the placement, it was agreed to review this part of the placement in an attempt to reduce this tension.