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At least 19 recordsLinked to original sources
PubMed1995

Potential patterns--conceptual and practical issues in interdisciplinary education.

Interdisciplinary education is, again, a timely topic. It has been seen as an important strategy in recent reports and commissions dealing with the future of the health care system and its personnel needs. The present article reviews conceptual and practical issues in the design, development, and implementation of interdisciplinary education in allied health. A foundation for planning involves the integration of an interdisciplinary practice model with the usual model of psychomotor skills, cognitive skills, and knowledge domain for a particular discipline. Planning issues are addressed in a series of six questions for allied health administrators and faculty to consider.

Allied Health Occupations↗
PubMed1985

Successful components of interdisciplinary education.

Although interdisciplinary education of health care professionals for more effective health care provision has been widely recommended, barriers such as specialization and lack of recognition and support for interdisciplinary teaching remain. This paper presents ten ideas for developing successful interdisciplinary curricula as suggested in the allied health literature. Implementation of the ideas is illustrated by examples from a clinical geriatric course involving physical therapy, physician assistant, nurse practitioner, and medical students.

Allied Health Personnel↗
PubMed1994

Making interdisciplinary education effective for rehabilitation students.

Interdisciplinary education has been recommended as a way of preparing students for team practice after graduation. There is debate in the literature over the best way to implement interdisciplinary education sessions, and many factors can influence their effectiveness. This paper is a case description report of a pilot project developed to promote interdisciplinary learning. The Northern Studies Stream of McMaster University's School of Occupational Therapy and Physiotherapy in Ontario, Canada developed a project that combined students from the occupational therapy and physiotherapy programs for small group tutorials held during clinical placements. The project incorporated suggestions from the literature in order to encourage cooperation and interdisciplinary learning. Participants were mature, second-degree students with similar levels of clinical experience. The sessions were a required part of the academic course, but were ungraded. Tutorials focused on issues relevant to clinical practice for both groups and were facilitated by faculty from both professions. Evaluation was positive, suggesting student characteristics (eg, level of experience and maturity) and session design features that may be helpful in planning future interdisciplinary education experiences.

Humans↗
PubMed2004

Interdisciplinary education: evaluation of a palliative care training intervention for pre-professionals.

PURPOSE: Medical education inadequately prepares students for interdisciplinary collaboration, an essential component of palliative care and numerous other areas of clinical practice. This study developed and evaluated an innovative interdisciplinary educational program in palliative care designed to promote interdisciplinary exchange and understanding. METHOD: The study used a quasi-experimental longitudinal design. Thirty-three medical students (third and fourth year) and 38 social work students (second year of masters degree) were recruited. The intervention group students (21 medical and 24 social work students) participated in a series of four training sessions over four weeks while the control group students received written materials after the study. The curriculum and teaching methods were based on theories of professional socialization and experiential learning. The intervention included experiential methods to promote interdisciplinary interaction to foster communication, exchange of perspectives, and the building of mutual trust and respect. Both groups completed assessments of perceived role understanding, a primary component of effective interdisciplinary teamwork, in palliative care. Self-administered surveys were completed at baseline, intervention completion, and three months later. The intervention group also completed an anonymous evaluation about the interdisciplinary education. RESULTS: The intervention group demonstrated a significant increase in perceived role understanding compared with the control group. Three-month follow-up data suggested that intervention group subjects maintained gains in perceived role understanding. CONCLUSION: An interdisciplinary educational intervention improves role understanding early in the process of professional socialization in a pilot program. Further implementation of interdisciplinary education should evaluate the effect on subsequent interdisciplinary practice and the quality of patient care.

Adult↗
PubMedDate not supplied

Evaluating the merits of interdisciplinary education.

This article describes interdisciplinary education initiatives developed at Columbia University in the USA and cites the difficulties encountered in implementing such a programme. The author also discusses problems in evaluating such initiatives, and some of the administrative, educational and professional factors involved. She argues that while there may be some resistance among educators to formal interdisciplinary collaboration, students appear more open to the idea. The author concludes that the changing health care environment makes it increasingly important to find successful methods of delivering such programmes.

Education↗
PubMed2000

Assessing interdisciplinary education in U.S. dental hygiene programs.

This study was done to examine the role of interdisciplinary education in dental hygiene curricula, identify factors associated with its implementation, explore the perceptions of dental hygiene educators related to interdisciplinary education, and explore these educators' perception of its validity and barriers to implementation. A 36-item questionnaire mailed to directors of all 216 dental hygiene programs in the United States elicited program demographics and information about participation in clinical and didactic interdisciplinary educational experience as well as attitudes regarding such experiences. The response rate was 63% (n = 136). Of the 136 respondents, 31% (n = 69) indicated that the dental hygiene curricula at their institutions included interdisciplinary activities; 15% (n = 33) indicated participation in both clinical and didactic interdisciplinary course work. Student participation was minimal, with most interdisciplinary activities taking place in didactic course work, but 74% (n = 160) of the respondents felt their students should be participating in interdisciplinary educational experiences. Chi-square analysis identified no consistent association among interdisciplinary activity variables. Many respondents felt that interdisciplinary educational experiences would benefit their students, but very few had incorporated them into their curricula, citing lack of resources and time as reasons. In addition, the term interdisciplinary was interpreted variably.

Administrative Personnel↗
PubMed2006

Interdisciplinary educational approaches to promote team-based geriatrics and palliative care.

Despite the increasing public demand for enhanced care of older patients and those with life-threatening illness, health professionals have had limited formal education in geriatrics and palliative care. Furthermore, formal education in interdisciplinary team training is limited. In order to remedy this situation, proactive interventions are being undertaken so that education and training in palliative care is being embedded within the training of physicians, nurses, social workers, as well as other associated health team members. This article discusses various educational approaches to interdisciplinary team-based geriatric and palliative care, highlighting the interdisciplinary didactic and clinical educational opportunities offered by an Interprofessional Palliative Care Fellowship Program, as well as an Associated Health Training Program at the Geriatrics Research, Education, and Clinical Center, Bronx Veteran's Medical Center. The article further describes the educational initiatives in palliative care offered through the Veteran's Integrated Service Network (VISN). Innovative educational strategies are discussed within the context of the existing literature on interdisciplinary health care team training.

Education, Professional↗
PubMed1976

Interdisciplinary education for community health: the case for nursing and social work collaboration.

A nurse educator and a social work educator developed an interdisciplinary team-taught course in community health for both social work and nursing students. This account of their experience elaborates the implications of interdisciplinary education for the student learning experience including theory and practice content, socialization, and transition; faculty development; and the larger university community. Although this particular instance is limited to baccalaureate education, the authors underscore the potential of interdisciplinary course work for the enrichment of all levels of nursing and social work education.

Attitude↗
PubMed1990

Assessing professional perceptions: design and validation of an Interdisciplinary Education Perception Scale.

The increased growth of interdisciplinary education programs in the allied health professions has presented the need for alternate forms of assessment that go beyond basic performance indicators. These assessments would gauge professionally oriented perceptions and related affective domains for participants in such programs. The present study describes the design and validation of an Interdisciplinary Education Perception Scale (IEPS) to meet that added assessment need. In addition to presenting the instrument and its scoring procedures, this study also offers cross-disciplinary normative data and statistical power estimates for appropriate use of the IEPS in evaluative and related research settings.

Allied Health Personnel↗
PubMedDate not supplied

Interdisciplinary education and practice. Has its time come?

This article provides background to the debate surrounding the essential need for interdisciplinary education in primary care. The current resurgence of interest and movement towards interdisciplinary primary care are in response to the serious fiscal constraints confronting health care education and practice. Regardless of the reason for this renaissance, the successful development of "interdisciplinary education for practice models" hinges on learning from history. Placed within a historical context, barriers and benefits to developing these models are explored, and approaches to bringing about interdisciplinary education for practice are examined. Ultimately, interdisciplinary education for practice may be a logical and collegial answer to providing cost-effective, client-centered primary care.

Education, Medical↗
PubMed1979

Interdisciplinary education for health care professionals.

As the interdisciplinary approach to health care becomes more important, new approaches to interdisciplinary education for health professionals are needed. This article presents objectives for interdisciplinary learning and describes one such course designed to deal with the problem of child abuse.

Attitude of Health Personnel↗
PubMed2001

Interdisciplinary education and teamwork: a long and winding road.

PURPOSE: This article examines literature on interdisciplinary education and teamwork in health care, to discover the major issues and best practices. METHODS: A literature review of mainly North American articles using search terms such as interdisciplinary, interprofessional, multidisciplinary with medical education. MAIN FINDINGS: Two issues are emerging in health care as clinicians face the complexities of current patient care: the need for specialized health professionals, and the need for these professionals to collaborate. Interdisciplinary health care teams with members from many professions answer the call by working together, collaborating and communicating closely to optimize patient care. Education on how to function within a team is essential if the endeavour is to succeed. Two main categories of issues emerged: those related to the medical education system and those related to the content of the education. CONCLUSIONS: Much of the literature pertained to programme evaluations of academic activities, and did not compare interdisciplinary education with traditional methods. Many questions about when to educate, who to educate and how to educate remain unanswered and open to future research.

Communication↗
PubMed1984

Cooperative learning in interdisciplinary education for the allied health professions.

The need for interdisciplinary education in allied health has often been cited, but few studies have been made concerning appropriate learning strategies in such courses. This study examines the concept of cooperative goal structuring and assesses the effect of one cooperative learning technique (group consensus examinations) on the perceptions and achievement of allied health students in an interdisciplinary course. The results indicated that when compared with the traditional (individual) mode of testing, group consensus examinations had a significant positive effect on the perceptions of students regarding the clarity and importance of course topics. Achievement on the unit quizzes was higher, and although no difference was found between the two treatment groups on final examination scores, student performance was superior to that of previous years. A large majority of students indicated they preferred group consensus examinations in this type of course.

Adult↗
PubMed2002

A collaborative model for supporting community-based interdisciplinary education.

Development and support of community-based, interdisciplinary ambulatory medical education has achieved high priority due to on-site capacity and the unique educational experiences community sites contribute to the educational program. The authors describe the collaborative model their school developed and implemented in 2000 to integrate institution- and community-based interdisciplinary education through a centralized office, the strengths and challenges faced in applying it, the educational outcomes that are being tracked to evaluate its effectiveness, and estimates of funds needed to ensure its success. Core funding of $180,000 is available annually for a centralized office, the keystone of the model described here. With this funding, the office has (1) addressed recruitment, retention, and quality of educators for UME; (2) promoted innovation in education, evaluation, and research; (3) supported development of a comprehensive curriculum for medical school education; and (4) monitored the effectiveness of community-based education programs by tracking product yield and cost estimates needed to generate these programs. The model's Teaching and Learning Database contains information about more than 1,500 educational placements at 165 ambulatory teaching sites (80% in northern New England) involving 320 active preceptors. The centralized office facilitated 36 site visits, 22% of which were interdisciplinary, involving 122 preceptors. A total of 98 follow-up requests by community-based preceptors were fulfilled in 2000. The current submission-to-funding ratio for educational grants is 56%. Costs per educational activity have ranged from $811.50 to $1,938, with costs per preceptor ranging from $101.40 to $217.82. Cost per product (grants, manuscripts, presentations) in research and academic scholarship activities was $2,492. The model allows the medical school to balance institutional and departmental support for its educational programs, and to better position itself for the ongoing changes in the health care system.

Community Medicine↗
PubMedDate not supplied

An interdisciplinary educational model for health professions students in a family practice center.

Health professions students have little or no opportunity to practice together during their formative stages of development. Therefore, can we realistically expect them to practice together as professionals? This is an important area for educators to address, given the current emphasis on interdisciplinary collaboration. The authors describe an interdisciplinary education program model for nursing, medicine, and social work students in a family practice center.

Area Health Education Centers↗