This important book: Contains a review of the history of interprofessional education in various professions Outlines the proven principles and practices of IPE Includes information for integrating IPE in undergraduate and postgraduate ...
Author: Peter Donnelly
Publisher: John Wiley & Sons
How to Succeed at Interprofessional Education offers an introduction to the principles and practice of interprofessional education (IPE). By examining the rationale behind IPE, its application, and the frameworks for using it effectively, the author demonstrates that when healthcare professionals learn together and collaborate as a team, they are able to improve decision-making, provide patients with a higher quality of service, and ultimately improve outcomes. How to Succeed at Interprofessional Education includes key terms and definitions, explains how to integrate IPE into curricula, highlights the challenges and constraints to the widespread introduction of IPE at the undergraduate and postgraduate level, and outlines an effective design model of IPE. This important book: Contains a review of the history of interprofessional education in various professions Outlines the proven principles and practices of IPE Includes information for integrating IPE in undergraduate and postgraduate curricula Offers illustrative examples of successful IPE in a range of related fields Written for students and teachers in medicine as well as healthcare professionals, How to Succeed at Interprofessional Education addresses the need for health-related learning and teaching in multi- and interprofessional settings.
Interprofessional education As a doctor, you will be expected to work closely with
other professions – nurses, physiotherapists, dieticians, midwives – the list is a
long one. Many medical schools introduce some interprofessional learning, often
Author: Dason Evans
Publisher: John Wiley & Sons
Can you adapt to the wide variety of learning environments in medicine? Can you show your best abilities in the exams at the same time as learning to be a doctor? Can you balance your studies with an enjoyable social life? Can you develop your professionalism and manage your 'digital footprint'? How to Succeed at Medical School will help you learn these vital skills, and much more. Written by experienced medical school teachers and packed full of case studies, illustrations, quotes from other students, tip boxes, exercises, portfolios and learning techniques to help you communicate, study and revise - it’s an essential resource to help you thrive at medical school. This thoroughly updated second edition includes new chapters on Professionalism and Teaching, and provides invaluable insight into what to expect from the start of medical school right through to the start of your medical career.
How inter-professional education is implemented is important and may determine
the success of the approach. Multi-professional PBL groups may succeed or fail
depending on the nature of the presenting problem, the briefing of the group, ...
Author: Ronald M Harden
Publisher: Elsevier Health Sciences
Essential Skills for a Medical Teacher is a new book that will serve as a perfect introduction for new teachers to the exciting opportunities facing them, whether they are working in undergraduate, postgraduate or continuing education. It will also be of considerable use to more experienced teachers to review and assess their own practice and gain a new perspective on how best to facilitate their students' or trainees' learning. The contents are based on the authors’ extensive experience of what works in medical education, whether in teaching and curriculum planning or in the organisation of faculty development courses in medical education at basic and advanced levels. About the authors Ronald M Harden is General Secretary for the Association of Medical Education in Europe, Editor of Medical Teacher, former Professor of Medical Education, Director of the Centre for Medical Education and Teaching Dean at the University of Dundee, UK and Professor of Medical Education at Al-Imam University, Riyadh, Saudi Arabia. He is internationally recognised for his commitment to developing new approaches to medical education, curriculum planning and to teaching and learning. His contributions to excellence in medical education have attracted numerous awards. Jennifer M Laidlaw is Former Assistant Director of the Education Development Unit of the Scottish Council for Postgraduate Medical and Dental Education and the University of Dundee, UK. She has planned, organised and lead courses on medical education both in Dundee and overseas. She has acted as a medical education consultant for the World Health Organisation, the British Council, medical schools and colleges. The text provides hints drawn from practical experience to help teachers create powerful learning opportunities for their students, providing readable guidelines and introducing new techniques that potentially could be adopted for use in any teaching programme. Throughout the book introduces some key basic principles that underpin the practical advice that is given and which will help to inform teaching practice. This book will assist readers to reflect on and analyse with colleagues the different ways that their work as a teacher or trainer can be approached and how their student or trainee's learning can be made more effective.
eveloping strength at the practice–education interface is of critical importance for
interprofessional edu- cation (IPE) to succeed in any system or organization.
Everyone knows that even the best-designed educational pro- gram can be
Author: Sioban Nelson
Publisher: Cornell University Press
One way to significantly improve the delivery of health care is to teach the health professionals who provide care to work together, to communicate with each other across professional boundaries, and to start to think and act like a team that has the patient at its center. The team-based care movement is at the heart of major changes in medical education and will become an element in the new accreditation standards. Through its Centre for Interprofessional Education, the pioneering approach in this area taken by the University of Toronto has attracted international attention. The role of the Centre for IPE, a formal partnership between the University of Toronto and the Toronto Academic Health Sciences Network, is to create a hub for the university and the many teaching hospitals where all core parties can be actively engaged in redesigning this new model of health care. In Creating the Health Care Team of the Future, Sioban Nelson, Maria Tassone, and Brian D. Hodges give a brief background of the Toronto Model and provide a step-by-step guide to developing an IPE program.
periods of their education , with interaction as an important goal , to collaborate in
providing promotive , preventive , curative ... A critical assumption is that interprofessional education programs can succeed only if the practitioner
learners are ...
Interprofessional education, a concept that is emerging in many Canadian
schools, focuses on the ways in which the ... that is critical for interdisciplinary
learning to succeed, especially in professional schools and in the university as a
Author: Rethy K. Chhem
Publisher: Springer Science & Business Media
This is a book about scholarship in the broadest sense. The writing of this book has shown how through scholarship we can bring together academics, practitioners, scientists, radio logists, and administrators from around the world to begin the kinds of conversations that promise to move us to a new way of thinking about and enacting radiology education. Over the past century, we have witnessed tremendous change in biomedical science and the scope of this change has demanded new approaches to medical education. The most significant of the changes in medical education has been a fundamental paradigm shift from a teacher-centered approach to a student-centered approach. This shift, c- bined with the explosion of knowledge, has pressed medical schools to undertake major curricular and institutional reform. At the same time, progress in medical education research methods has led to innovative approaches to support the improvement of learning methods and evaluation. Over the past several years there has also been a shift toward thinking about and planning for medical education beyond the undergraduate level to include postgraduate and continuing medical education, but also to consider learning within the professional environment and the development of professional continuous education. Viewing medical education as a continuum that spans from the first year of medical school until retirement introduces new ways to conceptualize the teaching and learning needs that address lifelong learning demands that extend over 30 or 40 years.
... community-responsive interprofessional-education programs presumes that
the training institutions that host these programs are at least minimally supportive
of collaborative work. Put another way, the training institution will not succeed in ...
Author: Michael Sturgis Knapp
Publisher: Rowman & Littlefield
As human needs have escalated in recent years, the mismatch between these needs and the restrictive, categorical definition of human services has become strikingly clear. In response, educators, nurses, social workers, public health workers, and other professionals have been actively exploring ways to collaborate with one another, and otherwise integrate their efforts. The movement towards collaboration among human services professionals begs an important questions: how do we prepare professionals for such work? A growing number of universities are now trying to develop answers, and their answers increasingly emphasize interprofessional education, that is, programs that join the efforts of departments and training courses which have traditionally been separate. Furthermore, these programs tend to be based in community settings, and actively involved community members (practitioners, non-professional residents) as partners in the training process. In constructing such joint programs (or revisingcurrent programs within each profession to make them more interprofessional and community-based), educators and program designers are encountering a fascinating set of challenges as they construct interdisciplinary curricula, create learning experiences that necessitate real collaboration, and develop relationships with communities. Preparing to Collaborate explores the nature of these challenges and how they can be approached. The authors -- scholars and educators in five professional domains (education, nursing, social work, public health, and public policy and management) -- joined forces in a five-year developmental effort at the University of Washington (UW) to create sustainablepartnerships between university and community which will help newly entering professionals in the human services collaborate effectively with each other and with community members. One of the most advanced experiments of its kind in
2006;20:29–39. Anderson E, Manek N, Davidson A. Evaluation of a model for
maximizing interprofessional education in an acute ... Interprofessional Education
Collaborative. ... “If at first you don't succeed”: using failure to improve teaching.
Author: Gail M. Jensen
Publisher: Elsevier Health Sciences
Whether you are practicing in an in-patient or an out-patient facility, academic institution, or clinical residency program, this well-respected handbook gives you the background and guidance you need to effectively educate individuals across the continuum of physical therapy practice. Practical, real-life examples show you how to: incorporate health literacy and needs of the learner; assess and adapt to the various learning styles of patients; use simulations in education; facilitate the development of clinical reasoning skills; and assess learning outcomes and the effectiveness of your teaching. Plus, four all-new chapters and major revisions of all content throughout the book keep you on top of the latest research and best practices. Coverage of the theory and application of educational principles across the continuum of PT practice provides the information you need to improve your skills in the educational process both in academic and clinical settings. Two section format divides content into two parts: designing academic and clinical education programs and teaching students in academic and clinical settings; and teaching patients and families in clinical and community settings. Variety of teaching and teaching assessment methods expands your teaching, learning, and assessment repertoires. Case stories at the beginning of each chapter allow you to see the relevance of the information in the chapter. Threshold concepts highlight key ideas that are important to know. Annotated bibliography at end of each chapter provides resources for further study. NEW! Chapter on Authentic Assessment: Simulation-Based Education reflects the new ways to facilitate student learning through the use of human simulation models. NEW! Chapter on Strategies for Planning and Implementing Interprofessional Education covers the fundamental concepts of team-based care and interprofessional learning. NEW! Chapter on What Makes a Good Clinical Teacher? translates current research on clinical teaching into clinical education and practice. NEW! Chapter on Facilitating the Teaching and Learning of Clinical Reasoning helps you apply current research on clinical reasoning in rehabilitation to clinical education and teaching. NEW! Two combined chapters on Patient Education and Health Literacy (previously chapters 8 and 12) and Applied Behavioral Theory and Adherence: Models for Practice (previously chapters 9 and 10) provide focused presentations on current thinking and practical strategies for addressing health literacy issues in the clinical environment. NEW! Expanded chapter on Post-Professional Clinical Residency and Fellowship Education offers more information on models and trends in residency education and mentoring.
STRATEGIES FOR INTERPROFESSIONAL EDUCATION interprofessional education is to succeed in an academic health center enviI e a satisfactory venue
in which to initiate and perpetuate interprofessional learning . There are a variety
Release on 2013-11-11 | by Professor Ian Peate, OBE
References Barr H, Koppel I, Reeves S, Hammick, M, Freeth D (2005) Effective Interprofessional Education. Argument, assumption and ... London: Palgrave
Macmillan. Belbin RM (2004) Management Teams: why they succeed or fail, 2nd
Author: Professor Ian Peate, OBE
Publisher: John Wiley & Sons
The Student’s Guide to Becoming a Midwife is essential reading for all student midwives. Now updated to include the latest 2012 NMC Midwifery Rules and Standards and a brand new chapter on the midwife and public health, this comprehensive resource provides a wide range of need-to-know information for student midwives, including: Effective communication and documentation Confidentiality Interdisciplinary working The fundamentals of antenatal, intrapartum, and postnatal care Assessment and examination of the new-born baby Medicines Public health Clinical decision-making Evidence-based practice With case studies, words of wisdom from current midwives and a range of activities and self-test questions throughout – making it easy to learn and understand key concepts – The Student’s Guide to Becoming a Midwife is the ideal companion for students throughout their course.
The persons who can be involved in interprofessional continuing education could
be few or many , not only in number , but ... For interprofessional education
programs can succeed only if the practitioner - learners are secure within
Before we consider what that educational potential can be , I should like to say as
a matter of personal dogma , with which I know many experienced youth workers
disagree , that youth work is most likely to succeed where the worker acts on ...
Adult Learners These differences in practice may be the cause of very different
educational needs . They also may be the cause of poor rapport among
classmates . For interprofessional education programs can succeed only if the
Through the golden door : educational approaches for immigrant adolescents
with limited schooling | Betty J . Mace - Matluck ... 013 ( Michael Sturgis ) , Paths
to partnership : university and community as learners in interprofessional education ... Affirmative action UNGER , Harlow G . , 1931But what if I don ' t want
to go to college : a guide to success through alternative education / Harlow G .
Hich quality instruction engures that students succeed by providing them with
opportunities for continual success , tangible evidence of ... Part 1 addresses the
theoretical framework that forms the basis for interprofessional collaboration .
Release on 2014-08-29 | by Kathleen Gallo, PhD, MBA, RN, FAAN
An Interprofessional Learning Model Kathleen Gallo, PhD, MBA, RN, FAAN,
Lawrence G. Smith, MD, MACP ... In brief, people and organizations that can
adapt and use simulation for patient safety will be prepared to lead and succeed
in the ...
Author: Kathleen Gallo, PhD, MBA, RN, FAAN
Publisher: Springer Publishing Company
"This book provides a dynamic and comprehensive interprofessional approach to building a culture of safety by using simulation across clinical and education spheres in healthcare... This is a comprehensive guide and resource for healthcare organizations, educators, and diverse interprofessional healthcare team members to use to improve patient safety efforts to adapt to the ever-changing, complex world of healthcare. Its practical application is pertinent in transforming the education and practice of medicine, nursing, and other health-related fields... Weighted Numerical Score: 99 - 5 Stars!" Patricia West, MS, BSN Michigan State University College of Nursing Doody's Medical Reviews ì[The authors] have brought together a core group of national leaders to produce what I think is a paradigm-busting book that will help to transform education at the graduate level in medicine, nursing, and all related fields. The book speaks expertly about the high fidelity of simulation training, the need for synthetic models, the adult learning theory behind the debriefÖit is a manifesto about where we must go as an interprofessional team, caring for the patient of the future.î From the Foreword, by David B. Nash, MD, MBA Dean, Jefferson School of Population Health Philadelphia, PA This groundbreaking book reflects the accomplishments of an internationally recognized leader of innovation regarding interprofessional clinical learning through simulation. Based on the North Shore-LIJ Health System corporate university experience, the book describes how this organization used simulation to successfully tackle the major interprofessional health issue of our time: patient safety. This health system created a transformative simulation center that involves nurses, doctors, and related health professionals whose work in clinical teams has resulted in measurable improvements in all aspects of clinical decision-making, critical thinking, teamwork, and communication skillsótoward the ultimate goal of improved patient safety. Key Features: Describes in detail a groundbreaking system of achieving patient safety that uses interprofessional clinical learning through simulation Detailed case studies using concrete methods and examples illustrate the application of theory to practice Presents simulations scalable to any size organization and for use by health care professionals in all specialties Includes theoretical foundations and practical applications for teaching and learning Focuses on interprofessional cooperation and learning
Keys to Success in School and Career Kathleen A. Curtis ... Her research on interprofessional role conflict , helping behavior , early career development , and
role satisfaction has received wide exposure across the health care fields .
Author: Kathleen A. Curtis
Publisher: SLACK Incorporated
"This book was written to help preprofessional students make healthly choices about entering the field of physical therapy, to assist physical therapy students to establish sound habits and realistic expectiations, and to facilitate success for new graduates in the transition from the the academic setting to clinical practice. Clinical and academic faculty may also find these ideas useful in advising students at various stages in the professional education process." (Preface).
Order Number DADP14937 Abstract not available . the significance of spirituality
in education by examining key areas of interest , including ... the integration of
computers into the curricuInteraction in online interprofessional education case
discussions . ... The research will also identify the range , comparability , and
diversity of skills needed to succeed in both the academic world and the athletic
Release on 1994 | by Danforth Foundation (Saint Louis, Mo.)
If school level reform is to succeed , change must be supported by the policy and
practice of the school district . District ... Interprofessional education for school
leaders and other health and human service professionals is also supported .
The new College presents unique opportunities for developing interprofessional education of future pharmacists and ... The successful candidate will succeed Dr .
Catherine R . Gira , who is retiring after a distinguished career in higher ...