A design thinking approach to evaluating interprofessional education.
J Interprof Care
; 30(3): 378-80, 2016 May.
Article
em En
| MEDLINE
| ID: mdl-27030030
ABSTRACT
The complex challenge of evaluating the impact of interprofessional education (IPE) on patient and community health outcomes is well documented. Recently, at the Radcliffe Institute for Advanced Study in the United States, leaders in health professions education met to help generate a direction for future IPE evaluation research. Participants followed the stages of design thinking, a process for human-centred problem solving, to reach consensus on recommendations. The group concluded that future studies should focus on measuring an intermediate step between learning activities and patient outcomes. Specifically, knowing how IPE-prepared students and preceptors influence the organisational culture of a clinical site as well as how the culture of clinical sites influences learners' attitudes about collaborative practice will demonstrate the value of educational interventions. With a mixed methods approach and an appreciation for context, researchers will be able to identify the factors that foster effective collaborative practice and, by extension, promote patient-centred care.
Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Cultura Organizacional
/
Pessoal de Saúde
/
Comportamento Cooperativo
/
Relações Interprofissionais
Tipo de estudo:
Guideline
/
Prognostic_studies
Limite:
Female
/
Humans
/
Male
Idioma:
En
Revista:
J Interprof Care
Assunto da revista:
SERVICOS DE SAUDE
Ano de publicação:
2016
Tipo de documento:
Article
País de afiliação:
Estados Unidos