INTRODUCTION Interprofessional education (IPE) has been shown to enhance interprofessional practice among health professionals. Until recently there has been limited opportunity to undertake such initiatives within existing pre-registration degree courses in New Zealand. AIM This study aimed to test the feasibility of delivering an interprofessional component within existing health profession...

PURPOSE Interprofessional education (IPE) is essential for preparing nurse practitioner (NP) students to provide care in a collaborative team environment. The combination of a virtual clinic and video conferencing designed for NP students to practice interprofessional collaboration has not been studied. This study examined students' perceptions of the virtual learning environment which was deve...

INTRODUCTION Ward rounds are an essential activity for interprofessional teams in hospital settings and represent complex tasks requiring not only medical knowledge but also communication skills, clinical technical skills, patient management skills and team-work skills. The present study aimed to analyse final year students', nurses' as well as physiotherapists' views on a simulation-based inte...

Interprofessional education (IPE) hasbecomean important componentof healthprofessions curricula due to evidence that interprofessional collaborative practice improves health outcomes for patients. To increase opportunities for IPE for learners in our institutions, an IPEelectivewasdeveloped for students in the schools within Louisiana State University Health Sciences Center and Xavier Universit...

With an increasingly complex array of interventions facing healthcare professionals and patients, coupled with a potentially diverse number of professionals operating within the primary care team, the adoption of shared decision making (SDM) - with or without patients' decision aids - in an interprofessional manner is essential to ensure the highest quality of care for patients. In this article...

As global health curricula and competencies are defined, the instructional foundation of practice-based learning and soft skills training requires reexamination. This paper explores the integration of social-emotional instruction into global health education, specifically highlighting its role in interprofessional learning environments. One method to teach the core competencies in the higher ed...

This article proposes a framework for faculty development in continuing interprofessional education (CIPE) and collaborative practice. The framework is built on best practices in faculty development and CIPE. It was informed by local experience in the development, delivery, and evaluation of a faculty development program to promote capacity for dissemination of concepts relating to interprofess...

BACKGROUND Health professions education programs use simulation for teaching and maintaining clinical procedural skills. Simulated learning activities are also becoming useful methods of instruction for interprofessional education. The simulation environment for interprofessional training allows participants to explore collaborative ways of improving communicative aspects of clinical care. Simu...

Background The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students' perceptions of interprofessional education. Methods Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the cour...

Interprofessional education is a collaborative approach to develop healthcare students as future interprofessional team members and a recommendation suggested by the Institute of Medicine. Complex medical issues can be best addressed by interprofessional teams. Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes fo...