Автор неизвестен - Mededworld and amee 2013 conference connect - страница 29

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Background: With Prehospital Care becoming a recognised sub speciality, the requirement for training programmes has been recognised. Barts and the London School of Medicine and Dentistry has successfully run a longitudinal student selected component offering their students hands on experience within this field, under the mentorship of paramedics. The benefits gained by student mentees are numerous.

Summary of work: This study investigates the effects of the interprofessional mentoring relationship from the perspective of the Paramedic mentor. Questionnaires were designed for both students and mentors. These examined attitudes around teaching and learning opportunities on observer shifts, and their views on how the teaching dynamic changes over the four year placement. Opinions were further explored through student focus groups and semi structured interviews with mentors.

Summary of results: Thematic analysis demonstrates a symbiotic relationship. Paramedics benefit from the extensive science bases of their student observers. More junior students felt they lacked the knowledge to 'teach' their mentors. We demonstrated experience is not a prerequisite in order for teaching to occur. Both student and paramedic can learn from the different 'motivations' and 'approach' each one takes towards a patient. Both enjoy the interprofessional nature of teaching.

Conclusions: Paramedics learn from medical student mentees. This programme does not simply benefit medical undergraduates. Mentors engage more deeply in reflective processes when encouraged to debrief jobs with medical student observers. Medical students benefit from their mentors in terms of learning practical skills. As the student becomes more competent, the dynamic shifts and the paramedic begins to benefit from the higher order conceptual thinking acquired by the medical student throughout the programme. Take-home messages: Interprofessional mentoring of undergraduates needs to be explored further to see if these benefits are transferrable to other professions


What characterizes and facilitates students' learning at an interprofessional training ward - a qualitative study

Karin Hallin (Karolinska Institutet Danderyd Hospital KIDS, Department of Orthopedic surgery, Capio Artro Clinic AB, Box 5605, Stockholm 11486, Sweden) Anna Kiessling (Karolinska Institutet Danderyd Hospital KIDS, Department of Clinical Sciences, Stockholm, Sweden)

Background: Active interprofessional patient based learning in a real ward context is effective to increase collaborative and professional competence among students. However, less is known on how. Summary of work: The aim was to explore medical-, nurse-, physiotherapy- and occupational therapy students' perspectives on their own learning during a two-week course at an interprofessional training ward (IPTW). We performed a qualitative content analysis on free text answers on a random sample of student questionnaires from the years 2004 to 2011. Summary of results: 333 answers representing all four professions were included. Three themes emerged, where nr 1 leads to 2 and 3. (1) A prosperous learning environment including authentic patients in authentic care, competent supervision, complete student teams and enough space for learning. (2) Professional maturity underpinned by personal development with increased self-confidence and ability to grow into ones future professional role. (3) Maturity as an interprofessional collaborator supported by faith in others competence and support, communication skills, understanding of the value of collaborative patient care. Conclusions: Learning at an IPTW, when given good prerequisites, helps students to mature personally, professionally and interprofessionally. Students obtain motivation and faith in oneself as a future professional interacting in a healthcare community. Take-home messages: A safe, supporting and permissive culture at an IPTW is an excellent learning environment to become a professional.


Encouraging collaboration between doctors and veterinarians - A zoonosis workshop for clinical students

Sarah Caddy (University of Cambridge, Pathology, Division of Virology, Level 5 Lab Block, box 239, Addenbrookes Hospital, Cambridge CB2 2QQ, United Kingdom)

Anna Davies (University of Cambridge, Medicine, Cambridge, United Kingdom) Estee Torok (University of Cambridge, Medicine, Cambridge, United Kingdom)

Background: Control of zoonotic disease outbreaks requires collaboration between infectious disease experts in both animal and human health. Contact between the medical and veterinary professions is


usually limited, and awareness of each other's knowledge can be minimal. This limits the desire to collaborate, and is largely driven by current teaching programmes that keep veterinary and medical education separate, despite the overlap of many aspects of each curriculum.

Summary of work: A zoonoses workshop was designed to enable clinical medical and veterinary students to study and learn together. The 2hr workshop involved an interactive quiz, small group discussions and a 'real­time' outbreak scenario, and was facilitated by infectious diseases physicians, veterinarians and a Consultant in Communicable Disease Control. Summary of results: A total of 32 students participated, 17 vets and 15 medics. Participating students showed an increase of 1.0 on a 5-point Likert scale for confidence in management of zoonoses. The workshop also achieved an increase of 0.9 for student understanding of the roles of medics and vets in zoonoses outbreaks. The most common suggested improvement was for the event to be longer, and 97% would recommend the event to their peers.

Conclusions: Student understanding of zoonoses identification and management was significantly improved by the workshop. Excellent team-work was shown between medical and veterinary students, and students and facilitators alike were impressed by the level of knowledge shown by members of the alternative profession.

Take-home messages: Medical and veterinary students can be taught together to successfully learn about zoonotic disease and the importance of inter­professional collaboration.


The K in "KSA" stands for knowledge: Strategies to assess learners' knowledge of the IPE competencies in an IPE curriculum

John Tegzes (Western University of Health Sciences, Department of Interprofessional Education, 309 East Second Street, Pomona, CA 91766, United States) David Dickter (Western University of Health Sciences, Department of Interprofessional Education, Pomona, California, United States)

Sheree Aston (Western University of Health Sciences, Department of Interprofessional Education, Pomona, California, United States)

Background: Interprofessional education (IPE) occurs when learners from two or more professions learn with, from, and about each other in order to promote collaborative care. In most IPE curricula much effort is extended to measure learner attitudes about collaborative care, and their skills. But knowledge - the "K" in KSA (knowledge, skills, attitudes) - is often overlooked.

Summary of work: Over 1000 first year health professional learners from 13 professions participate in our IPE curriculum which is delivered using PBL. In order to ensure that knowledge as well as attitudes and skills

were adequately assessed, we developed an assessment strategy that included objective written exams. Summary of results: Written exams effectively assessed knowledge of IPE competencies. Exam questions were sufficiently challenging, relevant, and efficient to grade with a large enrollment. Exams were administered to over 1000 first year learners throughout the academic year. Learning was effectively assessed in each of the core competencies including communication, collaboration, teams and teamwork in healthcare, scope of practice, and one health.

Conclusions: An assessment strategy that focuses on KSA is useful in IPE curricula in order to validate that learning is occurring, and to emphasize its importance with learners. Skills and attitudes seem to be routinely measured in most IPE curricula, but knowledge is often overlooked because the IPE competencies emphasize skills and attitudes. However, knowledge is an important component that should not be overlooked. Take-home messages: Knowledge can and should be assessed in IPE curricula in addition to skills and attitudes.


Developing Interprofessional Education (IPE) in Universitas Indonesia (UI): the long and winding road

Sophie Yolanda (Faculty of Medicine Universitas Indonesia, Department of Physiology, Jalan Salemba Raya no. 6, Jakarta Pusat 10430, Indonesia) Diantha Soemantri (Faculty of Medicine Universitas Indonesia, Department of Medical Education, Jakarta, Indonesia)

Background: Interprofessional education (IPE) is the first step to accomplish patient-centered collaborative practice. To respond to the global health challenge, in 2013, Universitas Indonesia (UI) started to incorporate IPE in its health sciences curriculum. Summary of work: IPE in UI was developed in 2011 by five faculties of health sciences: medicine, nursing, dentistry, pharmacy, and public health. Two IPE modules are developed: IPE-1 on the second semester, IPE-2 on the seventh semester. The competency level of IPE-1 mainly focuses on knowledge (knows and knows how), while IPE-2 mainly focuses on behavior (shows how and does). Core competencies for IPE-1 are the concept of collaboration, role identification, and conflict resolution. The module's learning methods and assessments were developed in accordance with the learning objectives. Summary of results: The first IPE-1 module was conducted from February-May 2013. Learning methods used were group dynamics, collaborative learning, case-based discussion, and plenary. Students are assessed by daily observation, group project, and self-reflection. Module is evaluated using Readiness for Interprofessional Learning (RIPLS) questionnaire (pre-and post-module). We expect an increase in RIPLS score from pre- to post-module implementation. Conclusions: The first IPE-1 module in UI has been implemented in 2013 for students of health sciences


faculties. Results from module evaluation are used for future improvements.

Take-home messages: IPE should be developed together by all health sciences faculties to encourage the development of patient-centered collaborative practice.


Contextualising the world of health and health promotion for second year students: lessons from the Faculty of Health Sciences at the North­West University (Potchefstroom campus)

Alida G Herbst (North-West University, Potchefstroom Campus, Social Work, Internal Box 184, Private Bag X6001, Potchefstroom 2520, South Africa) Annamarie Kruger (North-West University, Potchefstroom Campus, African Unit for Trans-disciplinary Health Research, Potchefstroom, South Africa)

Minrie Greeff (North-West University, Potchefstroom Campus, African Unit for Trans-disciplinary Health Research, Potchefstroom, South Africa) Karlien Smith (North-West University, Potchefstroom Campus, African Unit for Trans-disciplinary Health Research, Potchefstroom, South Africa)

Background: From 2010, a compulsory module Understanding the world of health was integrated into all curriculums across the Faculty of Health Sciences of the North-West University's Potchefstroom campus. This trans-disciplinary module is presented on second year level and includes the following study units: (1) Basic philosophy and the world view of health care professionals; (2) Defining health, disease, illness and wellness; (3) Different models and paradigms on health and illness; (4) Trans-disciplinary collaboration in health promotion; (5) Ethics in health sciences. The aim of this module is to enhance trans-disciplinary teaching, learning, research and collaboration in the Faculty of Health Sciences at the North-West University's Potchefstroom campus.

Summary of work: This module was planned, designed, implemented and evaluated/reviewed by lecturers across faculty. Associated tasks included student administration; identifying applicable study material; compiling the study guide/learning material; planning of contact sessions; e-learning support and developing applicable assessments.

Summary of results: The presentation will focus on: The rationale for such a module; The outcomes of the module; The content; Teaching methods and strategies; Assessment; Student feedback; Lessons learned. Conclusions: In spite of a number of challenges, a compulsory trans-disciplinary module for students across the Faculty of Health Sciences offers numerous opportunities towards the development of health care professionals.


600 students from 6 professions learning integrated care

Aslak Steinsbekk (Norwegian University of Technology and Science, Department for Public Health and General Practice, Post box 8905 MTFS, Trondheim 7491, Norway)

Background: There is an increasing focus on the need for integrated health care. Good integrated care relies on interprofessional understanding. However, students frequently report that they have no or little interaction with students from other health professions. Summary of work: Based on a strategic initiative from organisations involved in health care delivery, research and education in in Central Norway, educational activities where students from different professions meet was developed. The theme was "Competency in Integrated care across professional disciplines" and as a pilot it was conducted in one day. Summary of results: A total of 600 3rd year students from medicine, nursing, social work, physiotherapy, occupational therapy and social education (welfare nursing) took part. They were divided into groups of 10 with every profession represented in each group. The main content of the day (7 hours) was group work with discussions based on a video of a patient experiencing transitions that were uncoordinated and presentations of each discipline by the students themselves. The plenaries lasted for 2.5 hours and had one lecture on integrated care, a session with question and answer and presentations by some students on what they would say to employees in the health care sector about integrated care and interprofessional collaboration. Finally, the students saw a video of the same patient as in the first video, but this time with transitions that were coordinated.

Conclusions: The students rated the day as very successful.

Take-home messages: There is a very high need for time consuming coordination in carrying out a project involving students from many different professional educations.


Measuring interprofessional competency of medical school students who completed multistep, structured, four-year interprofessional education program

Mayumi Asahina (Chiba University, Medical School, The Office of Medical Education, 1-8-1 Inohana Chuoku Chibashi, Chiba 260-8670, Japan

Takashi Maeda (Chiba University, Medical School, Chiba, Japan)

Ikuko Sakai (Chiba University, Nursing School, Chiba, Japan)

Itsuko Ishii (Chiba University Hospital, Pharmacy Department, Chiba, Japan)

Yoshinori Takahashi (Chiba University, Nursing School, Chiba, Japan)


Background: Medical, pharmaceutical sciences and nursing departments of Chiba University started multistep, structured interprofessional education (IPE) program since 2007. This is preclinical program and composed of four steps, advanced parallel to the school year. After completing this program, students get into clinical training for 2 years. We developed Chiba Interprofessional Competency Scale (CICS-29), a new scale for measuring interprofessional competency of professionals and students in the clinical settings. Summary of work: We used CICS-29 to measure interprofessional competency at the time of graduation both of 2011 graduates and 2012 graduates from medical school. 2011 graduate didn't have IPE program and 2012 graduates had four-year IPE program. Summary of results: 2011 graduates had lower scores in the domains of team building and collaborative work than domains of professionalism and patient-centered care.

Conclusions: There were differences in interprofessional behaviors between medical school graduates who had an IPE program and ones who did not have one. Take-home messages: It is difficult but important to assess the long-term effect of IPE program, especially in clinical settings.


Role of Nurses as Home Visit Facilitators for Medical Students, Faculty of Medicine, Prince of Songkla University, Thailand

Thawan Benjawang (Faculty of Medicine, Prince of

Songkla University, Department of Community Medicine,

Hatyai, Songkhla 90110, Thailand)

Pornpimol Piluntanaporn (Faculty of Medicine, Prince of

Songkla University, Registrar Division, Hatyai, Songkhla,


Background: The home visit is ideal for medical students to learn family health outside medical school. Our medical students are assigned to a home visit program in the rural area. One medical faculty facilitates eight students. Since 2008 the registered nurses have cooperated to be home visit facilitators to provide learning opportunities from experienced health personnel.

Summary of work: To describe roles and attitudes of the nurses who volunteered to be home visit facilitators for medical students. They completed a self-administered questionnaire. Data were analyzed by SPSS software. Summary of results: All 31 female nurses responded and had average age 37.5 years. 93.5% had Bachelor Degree, 6.5% completed Masters Degree and 67.7% had more than 5 years experiences of nursing. They clearly understood the program objectives (= 4.5). They were confident to use their knowledge (= 4.5) and nursing experiences (= 4.8) when supervising the students. The students benefited from their facilitator roles (= 4.3). The orientation for facilitators was too short (= 3.6). The compensation was appropriate (= 4.4). They believed most students achieved the objectives (= 4.5) and 93.5% agreed to participate the future program.

Conclusions: The volunteer nurses were confident to supervise medical students in health related topics. They needed more orientation for facilitators' role. They felt worthy for medical students' learning and had positive attitudes towards facilitators' role. They had adequate health capability to facilitate medical students during home visit.

Take-home messages: Besides medical lecturers, nurses are the other main resources of home visit facilitators.


Is this still in? - needs more revision but cannot understand - YES

Medical Education - interprofessional learning in Primary Health Care

Valeria Machado (Universidade de Sao Paulo - USP, Fundagao Faculdade de Medicina, Rua Luiz Santos Cabral - 600, apto 131, Rua Ovidio Pires de Campos - 225 PRO-FFM-USP, Sao Paulo 03337-060, Brazil) Jose Lucio Machado (Universidade Cidade de Sao Paulo -UNICID, Dean of Medicine Course, Sao Paulo, Brazil)

Background: The Family Health Strategy - FHS, works in multidisciplinary teams and is based on individual attention within the family context and integral vision care. The singular and the complex needs of individuals involve a list of competencies and go beyond the barriers of knowledge and professional, featuring interprofessional work. The training of health professionals in Brazil advanced significantly with the official publication of the National Curriculum Guidelines for medical courses (DCNs, 2001), involving interprofessional training and innovative teaching methods. The present study addresses the learning process for the Medicine Course, established in 2004. Two axes guide the curriculum: 1.active learning and student-centered teaching; 2. Community-oriented Medicine.

Summary of work: Medical Education teaching is in teams composed of different professions, coordinated and integrated through interprofessional work in a cross-module course - PISCO - Integration Program in Community Health, and evaluation analysis tools are used. Methodology: 1.Correlation of skills developed interprofessionalism proposed in the Pedagogical Project, Teaching Plans of PISCO, the DCNs identify components of interprofessionalism; 2. Qualitative analysis of periodic evaluation of the educational program for students - Moodle platform; 3. Qualitative analysis of the narratives of the practices of the students.

Summary of results: We identified correlations between institutional documents of interprofessionalism and assumptions, practices developed by students with health teams and community. The most important aspects: shared planning, therapeutic decision making in teams, rotating leadership, patient care and responsibility, about the limits of another professional, collaborative actions, shared evaluation, and continuing education through the exchange of knowledge and of doing.


Conclusions: Students identify with greater emphasis on teamwork. It is necessary to construct medical professional competencies in response to real needs of the communities, especially in developing countries. Take-home messages: Health policies involved universities with complex approaches to complex realities.


Interprofessional education for medical students in clinical setting: A Nurse Day

Ming-Chen Hsieh (Buddhist Tzu Chi General Hospital, Division Of General Internal Medicine, No. 707, Sec. 3, Chung Yang Rd., Hualien 970, Taiwan) Wen-Lin Lo (Buddhist Tzu Chi General Hospital, Division of General Internal Medicine, Hualien, Taiwan) Yu-Jen Pan (Buddhist Tzu Chi General Hospital, Division of General Internal Medicine, Hualien, Taiwan) Ya-Ju Wu (Buddhist Tzu Chi General Hospital, Division of General Internal Medicine, Hualien, Taiwan)

Background: Interprofessional education (IPE) has been proposed as an important foundation in preparing junior medical students for patient care within collaborative care environments. However, mandatory IPE experiences are not always contained in basic clinical training.

Summary of work: Our training program operates on one full day for junior medical students at the teaching ward of Tzu-Chi hospital. This course focuses on patient care through medical students and senior nurses working together. One week later an online student satisfaction survey was conducted. Narrative evaluation feedback and rating scales are used to evaluate the work.

Summary of results: This program could enable students to interact with other professions, enhancing their team working skills.

Conclusions: This practice-based IPC intervention can improve medical students' thought on healthcare processes and outcomes.

Take-home messages: The limitations in terms of the sample sizes, problems with conceptualising and measuring collaboration, and heterogeneity of interventions and settings should be solved in the future.


Educational Practice in an Innovative Curriculum: Teaching/learning challenges from an interprofessional perspective

R.A.S. Rossit (Universidade Federal de Sao Paulo-campus Baixada Santista, Saude, Educagao e Sociedade, Santos -SP, Brazil)

N. A. Batista (Universidade Federal de Sao Paulo-campus Baixada Santista, Saude, Educagao e Sociedade, Santos -SP, Brazil)

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