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1.
J Interprof Care ; 33(6): 832-835, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-30686079

RESUMEN

Understanding roles and responsibilities within the interprofessional practice is a key competency of interprofessional education (IPE). Students in health professions programs can have limited understanding and perceptions of health professions, including their own and other professions. The purpose of this study was to understand students' perceptions of the roles and responsibilities of other health-care professionals. Students enrolled in occupational therapy, pharmacy, physical therapy, and physician assistant programs at a university participated in a three-hour IPE workshop. Throughout this workshop, they worked in small interprofessional teams to identify unique and shared roles and responsibilities of health professions. Students used a "dream catcher" graphic organizer to compare and contrast these roles and responsibilities. Researchers used thematic analysis of completed graphic organizers to identify themes in students' perceptions. Students identified many shared and unique characteristics about their professions' values and expertise, patient care process, practice settings, patient populations, education, and regulations. While students correctly identified many aspects of their professions, there were some inaccuracies that were addressed by small group faculty facilitators.

2.
Curr Pharm Teach Learn ; 10(2): 220-225, 2018 02.
Artículo en Inglés | MEDLINE | ID: mdl-29706279

RESUMEN

BACKGROUND AND PURPOSE: This article describes the development, implementation, and evaluation of an interprofessional education (IPE) experience. EDUCATIONAL ACTIVITY AND SETTING: The IPE experience included 53 student learners from occupational therapy, pharmacy, physical therapy, and physician assistant programs at the University of the Sciences (USciences). This experience used an icebreaker activity and a stroke case-based activity as the activities within the workshop. The core faculty utilized the jigsaw technique to increase student confidence with uni-profession and interprofessional discussions of the patient case. Learners were asked to evaluate their perceptions of the IPE learning experience. FINDINGS: Results from a summative quality improvement evaluation indicated that learners had positive perceptions of this curricular innovation. DISCUSSION: This pilot IPE workshop illustrates the possibilities for collaboration among health professional programs at USciences, a private health sciences university without an affiliated medical center. SUMMARY: Discussion of the process to create, implement, and evaluate this pilot IPE activity is imperative due to increased expectations within professional accrediting guidelines in regards to IPE.


Asunto(s)
Educación en Farmacia , Educación Profesional , Comunicación Interdisciplinaria , Terapia Ocupacional/educación , Fisioterapia/educación , Asistentes Médicos/educación , Evaluación de Programas y Proyectos de Salud , Acreditación , Actitud , Conducta Cooperativa , Curriculum , Humanos , Proyectos Piloto , Aprendizaje Basado en Problemas , Mejoramiento de la Calidad , Autoeficacia , Estudiantes , Universidades
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