With an increasing emphasis on interprofessional education within the allied health professions, simulation has potential for being a useful teaching modality for providing collaborative learning experiences for occupational and physical therapist students. However, there are many challenges associated with conducting simulations with large numbers of students. We describe the design, planning,...

This paper describes the innovative features of the first regional model of interprofessional education (IPE) in the US, developed by The Commonwealth Medical College, Scranton, PA, USA, as a new, independent, community-based medical school in northeastern Pennsylvania. Essential educational components include collaborative care seminars, interprofessional sessions, simulations, live web-based ...

This article presents an explorative case study focusing on interprofessional training for medical and nursing students in Norway. Based on interviews with, and observations of, multiple stakeholder groups--students, university faculty, and hospital staff--content analysis was applied to investigate their perspectives regarding the design of such educational training. The findings revealed a po...

Background & Objective: Professionalism and interprofessional cooperation are essential capabilities of health team members. Educational systems must use an appropriate approach for training and evaluating these capabilities. The present study aimed to investigate the adherence of surgical residents and personnel to interprofessional professionalism behavior in the operating units using the int...

Objectives: An interprofessional, collaborative group of educators, patient safety officers, and Federal program directors teamed up to create an integrated, patient safety-centered curriculum for the education of physicians, nurses, and other health professional faculty leaders. Methods: Executive and advisory committees became a collaborative team, surveying and cataloguing existing education...

Linking the outcomes from interprofessional education to improvements in patient care has been hampered by educational assessments that primarily measure the short-term benefits of specific curricular interventions. Competencies, recently published by the Interprofessional Education Collaborative (IPEC), elaborate overarching goals for interprofessional education by specifying desired outcomes ...

Continuing interprofessional education is the means by which experienced health, social care, and other practitioners learn with, from, and about each other, formally and informally, to improve their collective practice and to cultivate closer collaboration. It applies principles of interprofessional education through media commonly employed in continuing professional education grounded in team...

RATIONALE AND AIM While interprofessional practice has been promoted as a solution to the challenges besetting rural health services, current evidence does not offer a clear explanation as to why it is effective in some domains and yet is not successful in others. At the same time, rural clinicians are frequently faced with major workforce pressures and this has a significant influence on profe...

BACKGROUND Little is known about the ways in which nursing and medical students perceive and understand their roles in interprofessional teamwork. A 2010 report by the World Health Organization highlights the importance of students' understanding of teamwork in healthcare, and their ability to be effective team players. This study aims at describing nursing and medical students' perceptions of ...