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East Mediterr Health J ; 24(9): 914-921, 2018 Dec 09.
Artículo en Inglés | MEDLINE | ID: mdl-30570124


Background: The Lebanese American University has a well-functioning inter-professional education (IPE) programme; this is a fundamental pedagogical approach in healthcare education in which students from different professions learn together, ultimately leading to improving the skills of the health care workforce and thus improving patient outcomes. The programme includes nursing, nutrition, medicine, pharmacy and social work students, and has now been running for 6 years. Aims: This paper aims at describing the implementation of an IPE programme in Lebanon by focusing on how to overcome the main challenges. Methods: We describe our experience using the categories of challenges developed by Sunguya et al. (2014), where they analysed published reports of IPE programmes in developed countries. We identified three additional challenges that might be relevant throughout the Middle East/North Africa (MENA) region or in countries with similar socioeconomic characteristics. Results: The challenges encountered in designing and implementing the IPE programme were similar to other programmes: curriculum, leadership, resources, stereotypes and attitudes, variety of students, IPE concept, teaching, enthusiasm, professional jargon and accreditation as well as assessment of learning, security and logistics. Conclusions: This paper provides data and successful strategies that can be used by planned or implemented programmes in similar socioeconomic contexts in the MENA region.

Personal de Salud/educación , Relaciones Interprofesionales , Curriculum , Humanos , Líbano , Evaluación de Programas y Proyectos de Salud
J Interprof Care ; 30(2): 165-74, 2016.
Artículo en Inglés | MEDLINE | ID: mdl-27026188


The Lebanese American University Interprofessional Education (LAU IPE) Steps Framework consists of a five-step workshop-based series that is offered throughout the curriculum of health and social care students at an American university in Lebanon. The aim of the present study was to report students' perceptions of their readiness for interprofessional learning before and after completing the IPE steps, their evaluations of interprofessional learning outcomes, as well as their satisfaction with the learning experience as a whole. A longitudinal survey design was used: questionnaires were completed by students before IPE exposure and after each step. The results showed that before IPE exposure, students' perceptions of their readiness for interprofessional learning were generally favourable, with differences across genders (stronger professional identity in females compared to males) and across professions (higher teamwork and collaboration in pharmacy and nutrition students compared to other professions and lower patient centredness in nursing students compared to others). After participation in the IPE steps, students showed enhanced readiness for interprofessional learning and differences between genders and professions decreased. Participants were satisfied with the learning experience and assessment scores showed that all IPE learning outcomes were met. The LAU IPE Steps Framework may be of value to other interprofessional education course developers.

Actitud del Personal de Salud , Personal de Salud/educación , Relaciones Interprofesionales , Estudiantes del Área de la Salud/psicología , Competencia Clínica , Conducta Cooperativa , Femenino , Humanos , Líbano , Estudios Longitudinales , Masculino , Atención Dirigida al Paciente/organización & administración , Percepción , Factores Sexuales