Do interprofessional education programs produce dissension that destroys them?

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Do interprofessional education programs produce dissension that destroys them?

We have shown that healthcare professional students attitudes toward interprofessional collaboration improve in association with their work together on interdisciplinary teams in single courses (Van Winkle et al., 2012, 2013). Anecdotally, however, a few students complained that at least one team member from another healthcare professions program did not contribute their share to the success of...

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Interprofessional Education in U.S. Dental Hygiene Programs: A National Survey.

Although there are many benefits of interprofessional health care, no previous research has sought to define the status of interprofessional education (IPE) in U.S. dental hygiene programs. The aims of this study were to assess how these programs engage in IPE, the challenges they encounter, and the value they place on IPE. Additionally, the study explored how program characteristics are relate...

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Interprofessional education.

• What is interprofessional education? The most widely accepted defi nition is ‘when two or more professions learn with, from and about each other to improve collaboration and the quality of care’. 1 This may include ‘all such learning in academic and work based settings before and after qualifi cation, adopting an inclusive view of “professional”’. 1 Such a broad defi nition leads to many dif...

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Do interprofessional education and problem-based learning work together?

BACKGROUND Problem-based learning (PBL) and interprofessional education (IPE) are becoming increasingly well-established concepts in modern undergraduate medical school curricula. The delivery of IPE through a PBL setting appears to hold good face validity. However, there has to date been no published review of the evidence for the value of combining these two teaching methods. METHODS A revi...

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Interprofessional education in practice.

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ژورنال

عنوان ژورنال: Frontiers in Pharmacology

سال: 2015

ISSN: 1663-9812

DOI: 10.3389/fphar.2015.00016