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Titulo Artículo:
Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators
Resumen:
Background Enhanced patient outcomes and accreditation criteria have led schools to integrate interprofessional education (IPE). While several studies describe IPE curricula at individual institutions, few examine practices across multiple institutions. Purpose To examine the IPE integration at different institutions and determine gaps where there is potential for improvement. Method In this mixed methods study, we obtained survey results from 16 U.S. medical schools, 14 of which reported IPE activities. Results The most common collaboration was between medical and nursing schools (93%). The prevalent format was shared curriculum, often including integrated modules (57%). Small group activities represented the majority (64%) of event settings, and simulation-based learning, games and role-play (71%) were the most utilized learning methods. Thirteen schools (81.3%) reported teaching IPE competencies, but significant variation existed. Gaps and barriers in the study include limitations of using a convenience sample, limited qualitative analysis, and survey by self-report. Conclusions Most IPE activities focused on the physician role. Implementation challenges included scheduling, logistics and financial support. A need for effective faculty development as well as measures to examine the link between IPE learning outcomes and patient outcomes were identified.
Fecha de publicación:
2016.
Autores :
Palmer, Ryan T. ;
Graham, Lori ;
Fuqua Miller, Marissa ;
Stuber, Margaret L;
Thayer, Erin K. ;
Awdishu Pharm, Linda ;
Umoren, Rachel A.;
Wamsley, Maria A. ;
Nelson, Elizabeth A. ;
Joo, Pablo A.;
Tysinger, James W. ;
West, Courtney ;
Autor corporativo:
Journal of Interprofessional Education & Practice,
Editores:
ScienceDirect ;
Idioma:
Inglés
Páginas:
41
ISBN:
2405-4526
Existencias:
49
Palabras claves:
Interprofessional Education
Interprofessional Learning
Mixed Methods
Público objetivo:
Docentes
Educadores Medicos
Titulo Artículo:
Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators
Resumen:
Background Enhanced patient outcomes and accreditation criteria have led schools to integrate interprofessional education (IPE). While several studies describe IPE curricula at individual institutions, few examine practices across multiple institutions. Purpose To examine the IPE integration at different institutions and determine gaps where there is potential for improvement. Method In this mixed methods study, we obtained survey results from 16 U.S. medical schools, 14 of which reported IPE activities. Results The most common collaboration was between medical and nursing schools (93%). The prevalent format was shared curriculum, often including integrated modules (57%). Small group activities represented the majority (64%) of event settings, and simulation-based learning, games and role-play (71%) were the most utilized learning methods. Thirteen schools (81.3%) reported teaching IPE competencies, but significant variation existed. Gaps and barriers in the study include limitations of using a convenience sample, limited qualitative analysis, and survey by self-report. Conclusions Most IPE activities focused on the physician role. Implementation challenges included scheduling, logistics and financial support. A need for effective faculty development as well as measures to examine the link between IPE learning outcomes and patient outcomes were identified.
Fecha de publicación:
2016.
Autores :
Palmer, Ryan T. ;
Graham, Lori ;
Fuqua Miller, Marissa ;
Stuber, Margaret L;
Thayer, Erin K. ;
Awdishu Pharm, Linda ;
Umoren, Rachel A.;
Wamsley, Maria A. ;
Nelson, Elizabeth A. ;
Joo, Pablo A.;
Tysinger, James W. ;
West, Courtney ;
Autor corporativo:
Journal of Interprofessional Education & Practice,
Editores:
ScienceDirect ;
Idioma:
Inglés
Páginas:
41
Existencias:
49
Palabras claves:
Interprofessional Education
Interprofessional Learning
Mixed Methods
Público objetivo:
Docentes
Educadores Medicos
Titulo Artículo:
Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators
Resumen:
Background Enhanced patient outcomes and accreditation criteria have led schools to integrate interprofessional education (IPE). While several studies describe IPE curricula at individual institutions, few examine practices across multiple institutions. Purpose To examine the IPE integration at different institutions and determine gaps where there is potential for improvement. Method In this mixed methods study, we obtained survey results from 16 U.S. medical schools, 14 of which reported IPE activities. Results The most common collaboration was between medical and nursing schools (93%). The prevalent format was shared curriculum, often including integrated modules (57%). Small group activities represented the majority (64%) of event settings, and simulation-based learning, games and role-play (71%) were the most utilized learning methods. Thirteen schools (81.3%) reported teaching IPE competencies, but significant variation existed. Gaps and barriers in the study include limitations of using a convenience sample, limited qualitative analysis, and survey by self-report. Conclusions Most IPE activities focused on the physician role. Implementation challenges included scheduling, logistics and financial support. A need for effective faculty development as well as measures to examine the link between IPE learning outcomes and patient outcomes were identified.
Autores:
Palmer, Ryan T.
,
Graham, Lori
,
Fuqua Miller, Marissa
,
Stuber, Margaret L
,
Thayer, Erin K.
,
Awdishu Pharm, Linda
,
Umoren, Rachel A.
,
Wamsley, Maria A.
,
Nelson, Elizabeth A.
,
Joo, Pablo A.
,
Tysinger, James W.
,
West, Courtney
,
.
Titulo Revista:
Journal of Interprofessional Education & Practice,
.
Numero:
Volumen:
4
Fecha de publicación:
2016.
Base de Datos Bibliográfica:
ScienceDirect ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
41
Página Final:
49
ISBN:
2405-4526
Palabras claves:
Interprofessional Education
Interprofessional Learning
Mixed Methods
Público objetivo:
Docentes
Educadores Medicos
Título ScienceDirect :
Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators
Resumen:
Background Enhanced patient outcomes and accreditation criteria have led schools to integrate interprofessional education (IPE). While several studies describe IPE curricula at individual institutions, few examine practices across multiple institutions. Purpose To examine the IPE integration at different institutions and determine gaps where there is potential for improvement. Method In this mixed methods study, we obtained survey results from 16 U.S. medical schools, 14 of which reported IPE activities. Results The most common collaboration was between medical and nursing schools (93%). The prevalent format was shared curriculum, often including integrated modules (57%). Small group activities represented the majority (64%) of event settings, and simulation-based learning, games and role-play (71%) were the most utilized learning methods. Thirteen schools (81.3%) reported teaching IPE competencies, but significant variation existed. Gaps and barriers in the study include limitations of using a convenience sample, limited qualitative analysis, and survey by self-report. Conclusions Most IPE activities focused on the physician role. Implementation challenges included scheduling, logistics and financial support. A need for effective faculty development as well as measures to examine the link between IPE learning outcomes and patient outcomes were identified.
Autores :
Palmer, Ryan T. ;
Graham, Lori ;
Fuqua Miller, Marissa ;
Stuber, Margaret L;
Thayer, Erin K. ;
Awdishu Pharm, Linda ;
Umoren, Rachel A.;
Wamsley, Maria A. ;
Nelson, Elizabeth A. ;
Joo, Pablo A.;
Tysinger, James W. ;
West, Courtney ;
Autor corporativo:
Journal of Interprofessional Education & Practice,
Fecha de publicación:
2016.
Tipo :
ScienceDirect .
Idioma:
Inglés
Palabras claves:
Interprofessional Education
Interprofessional Learning
Mixed Methods
Público objetivo:
Docentes
Educadores Medicos
Título ScienceDirect :
Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators
Resumen:
Background Enhanced patient outcomes and accreditation criteria have led schools to integrate interprofessional education (IPE). While several studies describe IPE curricula at individual institutions, few examine practices across multiple institutions. Purpose To examine the IPE integration at different institutions and determine gaps where there is potential for improvement. Method In this mixed methods study, we obtained survey results from 16 U.S. medical schools, 14 of which reported IPE activities. Results The most common collaboration was between medical and nursing schools (93%). The prevalent format was shared curriculum, often including integrated modules (57%). Small group activities represented the majority (64%) of event settings, and simulation-based learning, games and role-play (71%) were the most utilized learning methods. Thirteen schools (81.3%) reported teaching IPE competencies, but significant variation existed. Gaps and barriers in the study include limitations of using a convenience sample, limited qualitative analysis, and survey by self-report. Conclusions Most IPE activities focused on the physician role. Implementation challenges included scheduling, logistics and financial support. A need for effective faculty development as well as measures to examine the link between IPE learning outcomes and patient outcomes were identified.
Autores :
Palmer, Ryan T. ;
Graham, Lori ;
Fuqua Miller, Marissa ;
Stuber, Margaret L;
Thayer, Erin K. ;
Awdishu Pharm, Linda ;
Umoren, Rachel A.;
Wamsley, Maria A. ;
Nelson, Elizabeth A. ;
Joo, Pablo A.;
Tysinger, James W. ;
West, Courtney ;
Autor corporativo:
Journal of Interprofessional Education & Practice,
Fecha de publicación:
2016.
Paginas:
41.
ISBN:
2405-4526.
Idioma:
Inglés
Palabras claves:
Interprofessional Education
Interprofessional Learning
Mixed Methods
Público objetivo:
Docentes
Educadores Medicos
Titulo Artículo:
Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators
Resumen:
Background Enhanced patient outcomes and accreditation criteria have led schools to integrate interprofessional education (IPE). While several studies describe IPE curricula at individual institutions, few examine practices across multiple institutions. Purpose To examine the IPE integration at different institutions and determine gaps where there is potential for improvement. Method In this mixed methods study, we obtained survey results from 16 U.S. medical schools, 14 of which reported IPE activities. Results The most common collaboration was between medical and nursing schools (93%). The prevalent format was shared curriculum, often including integrated modules (57%). Small group activities represented the majority (64%) of event settings, and simulation-based learning, games and role-play (71%) were the most utilized learning methods. Thirteen schools (81.3%) reported teaching IPE competencies, but significant variation existed. Gaps and barriers in the study include limitations of using a convenience sample, limited qualitative analysis, and survey by self-report. Conclusions Most IPE activities focused on the physician role. Implementation challenges included scheduling, logistics and financial support. A need for effective faculty development as well as measures to examine the link between IPE learning outcomes and patient outcomes were identified.
Fecha de publicación:
2016.
Autor corporativo:
Journal of Interprofessional Education & Practice,
.
Idioma:
Inglés
Palabras claves:
Interprofessional Education
Interprofessional Learning
Mixed Methods
Público objetivo:
Docentes
Educadores Medicos
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Palmer, Ryan T. Graham, Lori Fuqua Miller, Marissa Stuber, Margaret L Thayer, Erin K. Awdishu Pharm, Linda Umoren, Rachel A. Wamsley, Maria A. Nelson, Elizabeth A. Joo, Pablo A. Tysinger, James W. West, Courtney Palmer, Ryan T. Graham, Lori Fuqua Miller, Marissa Stuber, Margaret L Thayer, Erin K. Awdishu Pharm, Linda Umoren, Rachel A. Wamsley, Maria A. Nelson, Elizabeth A. Joo, Pablo A. Tysinger, James W. West, Courtney Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators. 2016; 4Ed. 41.
