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Biomedical subjects

G Parsell

Publications and source records attributed to G Parsell.

13 recordsLinked to original sources
PubMed1999

The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS).

OBJECTIVES: Although shared learning activities are gradually being introduced to health care undergraduates, it has not been possible to measure the effects of educational interventions on students' attitudes. The main objective of this study was to develop a rating scale using items based on the desired outcomes of shared learning, to assess the 'readiness' of health care students for shared learning activities. DESIGN AND PARTICIPANTS: A questionnaire study of 120 undergraduate students in 8 health care professions. RESULTS: Principal components analysis resulted a 3-factor scale with 19 items and having an internal consistency of 0.9. The factors have been initially named 'team-working and collaboration', 'professional-identity' and 'professional roles'. CONCLUSIONS: The new scale may be used to explore differences in students' perception and attitudes towards multi-professional learning. Further work is necessary to validate the scale amongst a larger population.

Female↗
PubMed1998

Shared goals, shared learning: evaluation of a multiprofessional course for undergraduate students.

Twenty-eight undergraduate degree students from seven health care professions attended a two-day pilot course. Using small multiprofessional groups, final-year students from occupational therapy, orthoptics, therapy radiography, nursing, physiotherapy, medicine and dentistry explored professional roles and clinical problem-solving using a theme-based approach. A balance of didactic and interactive small-group learning enabled them to identify issues surrounding multiprofessional teamworking and collaboration in the National Health Service. Evaluation results showed that the course increased knowledge and understanding of other health care professions, developed more positive attitudes and demonstrated the importance of multiprofessional teamwork and communication. Participating students believed that both early and regular opportunities for shared learning should be essential aspects of undergraduate courses.

Adult↗
PubMed1998

Interprofessional learning.

Effective care in hospitals and in the community requires doctors, nurses and other healthcare professionals to work together to achieve the best possible outcomes for patients. In the UK, a shift in emphasis towards a primary care led service and recent changes to the ways in which healthcare is funded and organised, are profoundly affecting traditional patterns of working. Boundaries which define the roles and responsibilities of individual professions are becoming less clear and there is increasing overlap of knowledge and skills. The provision of effective patient care now depends much more on the individual practitioner's understanding of the need to collaborate within and between healthcare teams in community settings and the care provided in hospitals. This paper describes some of the ways in which those providing education and training for the professions are seeking to create opportunities for learners which will not only help them to understand the complexities of working in a multiprofessional healthcare environment, but also enable them to develop the skills and attitudes they need for interprofessional working. However, it is not yet established whether 'learning together' during basic training will result in better 'working together' in practice. Higher education institutions are understandably cautious about adopting new learning methods which make extra demands on decreasing resources. More studies are therefore needed to show whether interprofessional learning during basic education has an impact on future working practice.

Education, Medical, Undergraduate↗
PubMed1998

Three visual techniques to enhance interprofessional learning.

Many changes in the delivery of healthcare in the UK have highlighted the need for healthcare professionals to learn to work together as teams for the benefit of patients. Whatever the profession or level, whether for postgraduate education and training, continuing professional development, or for undergraduates, learners should have an opportunity to learn about and with, other healthcare practitioners in a stimulating and exciting way. Learning to understand how people think, feel, and react, and the parts they play at work, both as professionals and individuals, can only be achieved through sensitive discussion and exchange of views. Teaching and learning methods must provide opportunities for this to happen. This paper describes three small-group teaching techniques which encourage a high level of learner collaboration and team-working. Learning content is focused on real-life health-care issues and strong visual images are used to stimulate lively discussion and debate. Each description includes the learning objectives of each exercise, basic equipment and resources, and learning outcomes.

Audiovisual Aids↗
PubMed1997

Handbooks, learning contracts, and senior house officers: a collaborative enterprise.

Efforts to bring about improvements in hospital-based education and training for senior house officers over the last few years have raised issues which are gradually being addressed. One of these is the lack of understanding by many clinical teachers of educational principles and their application to senior house officer training. This study describes how volunteer consultants in five specialties in a North West District General Hospital worked together to develop an educational structure for senior house officers. An audit of education and training was carried out across the hospital to help identify problem areas. An education specialist worked with consultants to develop, implement and evaluate a handbook based on adult learning principles. The handbook incorporated a learning contract, formal review process and a curriculum of learning objectives for each specialty. In parallel, consultants created in-house videos which were used to raise awareness of clinical teachers in the hospital about these educational issues. Preliminary evaluation showed positive responses by both senior house officers and consultants to both the study and its outcomes.

Education, Medical, Graduate↗
PubMed1996

Contract learning, clinical learning and clinicians.

Current trends in education and training emphasise that learners, whether they are school children, students or adults, need to acquire generic skills and personal characteristics which will enable them to become independent self-directed learners. This will enable them to continue the process of learning throughout their lives. Recent recommendations for the reform of undergraduate medical education, for training of hospital doctors and general practitioners, and the higher profile now being given to continuing medical education, reflect the strength of this particular educational current sweeping through all levels of medical education. Learning contracts, developed through negotiation between a teacher and a learner, are especially effective educational tools for stimulating independent learning. This paper examines the theoretical basis of contract-learning and its relevance to clinical settings.

Education, Medical↗