Relevant bibliographies by topics / Interprofessional education (IPE)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Interprofessional education (IPE)'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Interprofessional education (IPE)"

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Sukaesih, Nunung Siti, Hikmat Pramajati, Titin Sutini, Emi Lindayani, and Sri Wulan Lindasari. "Interprofessional Education (IPE) dalam Keperawatan." Jurnal Keperawatan Silampari 5, no. 1 (December 31, 2021): 619–32. http://dx.doi.org/10.31539/jks.v5i1.2424.

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This study aims to complete data articles related to interprofessional education in nursing so that accurate and comprehensive data can be obtained and are expected to be used as the basis for further research, especially in the development of interprofessional education. Research methods related to interprofessional education in nursing from 2010-2019 are based on data from Scopus, using the Publish or Perish (POP) search application, and using content analysis methods systematically. The results showed that the number of article publications had increased every year. This indicates that interprofessional competence in nursing education gets more attention from scientists and researchers. In conclusion, there is an increase in research tending to this topic every year. The highest search results of citations per article are 132. The journal that publishes interprofessional education the most used is bibliometrics. It is expected to see a map of research globally. Many are Journal of Interprofessional Care. Keywords: Learning, Bibliometrics, Interprofessional Education, Nurse
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Syahrani Hajri, Waode, Masta Hutasoit, and Retty Nirmala Santiasari. "SIKAP DOSEN TERHADAP PEMBELAJARAN INTERPROFESIONAL EDUCATION (IPE) STUDI PADA DOSEN DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA." MEDIA ILMU KESEHATAN 7, no. 2 (November 17, 2019): 169–78. http://dx.doi.org/10.30989/mik.v7i2.238.

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Background: Application of IPE in academics prioritizes collaborative competencies to make students able to understand how to work interprofessionally, so as to foster readiness. Lecturer attitudes are considered as an important component in implementing successful IPE in academic environment. Objective: The purpose of this study was to examine and analyse lecturers attitudes towards interprofessional education. Method: This was descriptive comparative study with cross sectional design. Sampel were 31 lecturers from departments of nursing, midwifery, and medical record taken by purposive sampling. Modified questioner of Attitudes Toward Interprofessional Health Care Teams (ATHCT), Readiness for Interprofessional Learning Scale (RIPLS), and Attitudes Towards Interprofessional Learning in Academic Setting (ATILAS) were applied to examine lecturers attitudes. Result: The results indicate lecturer's positive attitude toward IPE, with an average score of statement item M = 3.96 on the attitude aspect to the interprofessional health care teams; M = 4.11 on attitude aspect to interprofessional education; as well as on attitudes towards interprofessional learning in academic setting with M = 3,93. Discipline, gender, and teaching experience have no significant relationship with overall attitudinal responses towards IPE. Conclusions: These findings can be used as a consideration of the intitution in applying Interprofessional Education at the academic settings. Keywords: Attitudes, Interprofessional Education, Lecturers
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Hutasoit, Masta. "SIKAP DOSEN TERHADAP PEMBELAJARAN INTERPROFESIONAL EDUCATION (IPE) STUDI PADA DOSEN DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA." Media Ilmu Kesehatan 7, no. 2 (August 30, 2018): 169–78. http://dx.doi.org/10.30989/mik.v7i2.285.

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Background: Application of IPE in academics prioritizes collaborative competencies to make students able to understand how to work interprofessionally, so as to foster readiness. Lecturer attitudes are considered as an important component in implementing successful IPE in academic environment. Objective: The purpose of this study was to examine and analyse lecturers attitudes towards interprofessional education. Method: This was descriptive comparative study with cross sectional design. Sampel were 31 lecturers from departments of nursing, midwifery, and medical record taken by purposive sampling. Modified questioner of Attitudes Toward Interprofessional Health Care Teams (ATHCT), Readiness for Interprofessional Learning Scale (RIPLS), and Attitudes Towards Interprofessional Learning in Academic Setting (ATILAS) were applied to examine lecturers attitudes. Result: The results indicate lecturer's positive attitude toward IPE, with an average score of statement item M = 3.96 on the attitude aspect to the interprofessional health care teams; M = 4.11 on attitude aspect to interprofessional education; as well as on attitudes towards interprofessional learning in academic setting with M = 3,93. Discipline, gender, and teaching experience have no significant relationship with overall attitudinal responses towards IPE. Conclusions: These findings can be used as a consideration of the intitution in applying Interprofessional Education at the academic settings. Keywords: Attitudes, Interprofessional Education, Lecturers
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Hayes, Catherine. "IPE: interprofessional education for HCAs." British Journal of Healthcare Assistants 8, no. 12 (December 2, 2014): 606–11. http://dx.doi.org/10.12968/bjha.2014.8.12.606.

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Hosoya, Osamu. "Introduction: Interprofessional Education (IPE) and Pharmaceutical Education: Saitama Interprofessional Education Project." YAKUGAKU ZASSHI 137, no. 7 (July 1, 2017): 847–52. http://dx.doi.org/10.1248/yakushi.17-00003-1.

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Ludwig, Denise A., and Marie R. Kerins. "Interprofessional Education: Application of Interprofessional Education Collaborative Core Competencies to School Settings." Perspectives of the ASHA Special Interest Groups 4, no. 2 (April 15, 2019): 269–74. http://dx.doi.org/10.1044/2018_pers-sig2-2018-0009.

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Purpose Changes in both health care and education systems have placed a greater emphasis on collaboration among professionals engaged with both systems who serve populations of school-age children presenting with neurological conditions, developmental disability, or health needs. Interprofessional education (IPE) has been recognized as an essential component of preprofessional education of health care professionals. The Interprofessional Education Collaborative core competencies often used by preprofessional health care programs can be adapted for preprofessional preparation of individuals working in the education system. Conclusion This IPE framework is described revealing similarities and differences between health care settings and education settings and then applied to the special education process for school-based professionals. Implications for incorporating IPE outcomes into preprofessional preparation programs for school personnel are discussed.
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Intening, Vivi Retno, Yullya Permina, and Yusup Erwan Setyanto. "Online Interprofessional Education (IPE) evaluation for healthcare students as Interprofessional Collaboration (IPC) optimization." JHeS (Journal of Health Studies) 6, no. 1 (March 29, 2022): 15–27. http://dx.doi.org/10.31101/jhes.1785.

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Interprofessional Education (IPE) is carried out to optimize interprofessional collaboration (IPE) in order to improve the quality of health services. Currently, conventional IPE learning is starting to shift to more flexible online IPE. The aims of this study were to evaluate the implementation of online IPE. This is qualitative research with a phenomenological approach. The study involved 12 facilitators of IPE and four healthcare students. Data collection used focus group discussion (FGD) and semi-structured interviews. Thematic analysis was used in this qualitative study. The results of this study show that online IPE can facilitate interprofessional learning for health students. Technical barriers are the main obstacles to online IPE. Online IPE training for facilitators and an attractive, interactive IPE online curriculum design are needed to ensure IPE online runs optimally.
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Schreiber, Jodi L., and Anthony Goreczny. "Instructional Insight into Interprofessional Education (IPE)." Occupational Therapy In Health Care 27, no. 2 (April 2013): 180–85. http://dx.doi.org/10.3109/07380577.2013.778443.

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Adamson, Keith, Rachelle Ashcroft, Sylvia Langlois, and Dean Lising. "Integrating Social Work Into Interprofessional Education." Advances in Social Work 20, no. 2 (September 10, 2020): 454–72. http://dx.doi.org/10.18060/23602.

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The University of Toronto Interprofessional Education Curriculum (IPE) is an exemplar of advancing interprofessional education with a focus on preparing students for practice in healthcare settings. Our paper begins with a detailed overview of the University of Toronto’s IPE program including the range of participating faculties, an overview of the curriculum including examples of learning activities, and the social work specific expectations that are embedded in the core and elective components. Following, is a discussion on mitigating the challenges and engaging opportunities associated with integrating social work in a healthcare-focused IPE program at a major Canadian University. Our exploration of mitigating challenges and engaging opportunities will span five key areas: a) Creating meaningful learning experiences for social work students; b) Implementing mandatory or elective IPE participation; c) Scheduling of IPE activities; d) The role of social work faculty in driving student involvement in IPE; and e) Strengthening social work professional leadership for IPE.
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Musaji, Imran, Trisha Self, Karissa Marble-Flint, and Ashwini Kanade. "Moving From Interprofessional Education Toward Interprofessional Practice: Bridging the Translation Gap." Perspectives of the ASHA Special Interest Groups 4, no. 5 (October 31, 2019): 971–76. http://dx.doi.org/10.1044/2019_pers-sig10-2018-0020.

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Purpose The purpose of this article was to propose the use of a translational model as a tool for identifying limitations of current interprofessional education (IPE) research. Translational models allow researchers to clearly define next-step research needed to translate IPE to interprofessional practice (IPP). Method Key principles, goals, and limitations of current IPE research are reviewed. A popular IPE evaluation model is examined through the lens of implementation research. The authors propose a new translational model that more clearly illustrates translational gaps that can be used to direct future research. Next steps for translating IPE to IPP are discussed. Conclusion Comprehensive reviews of the literature show that the implementation strategies adopted to date have fostered improved buy-in from key stakeholders, as evidenced by improved attitudes and perceptions toward interprofessional collaboration/practice. However, there is little evidence regarding successful implementation outcomes, such as changed clinician behaviors, changed organizational practices, or improved patient outcomes. The authors propose the use of an IPE to IPP translational model to facilitate clear identification of research gaps and to better identify future research targets.
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Dissertations / Theses on the topic "Interprofessional education (IPE)"

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Hacker, Samantha R. B. S. "Interprofessional Education Experience and Professional Development." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819792890846.

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Click, Ivy A., Jodi Polaha, Leonard Brian Cross, Richard A. Hess, Adam C. Welch, and Jessica Epley Burchette. "Using Mock Interviews to Evaluate an Interprofessional Education (IPE) Curriculum." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6380.

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The aim of this study was to evaluate the influence of targeted team care training in our institution’s interprofessional practice and education (IPE) program on medical and pharmacy students' expression of knowledge and attitudes about team care as measured in a mock interview. Medical and Pharmacy students were recruited to participate in a 20-minute mock interview for an advanced placement position.
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Ernawati, Desak Ketut. "Medication safety in Indonesia: Expanding pharmacists’ role through Interprofessional Education (IPE) and Interprofessional Practice (IPP)." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2047.

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This study undertaken in Indonesia, examined how the pharmacist's role could be expanded into medication safety. It explored the feasibility of implementing interprofessional education as a means of fostering interprofessional practice. While also looking at pharmacy students' readiness to engage in interprofessional learning and graduates' perceptions of their preparedness to deliver patient care, a clinical pharmacy service pilot was also conducted to document need. Facilitators and barriers to education and practice change were also explored.
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Weeks, Susan Mace, and David Farmer. "Institutional Collaboration to Accelerate Interprofessional Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss1/2.

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Evidence has been generated and synthesized to support enhanced outcomes in healthcare environments supportive of interprofessional practice. Despite the preponderance of evidence, many health professions education programs do not prepare their students for interprofessional practice. Multiple factors influence the integration of interprofessional education into a program’s curricular offerings including availability of potential partnering professions, conflicting schedules, lack of curricular alignment, and logistical challenges. This manuscript describes initiatives and innovations used to replace health profession and institutional silos with interprofessional and cross-institutional collaboration in Fort Worth, Texas, USA. While the initial point of connection involved the administrators and faculty members from Texas Christian University and the University of North Texas Health Science Center collaborating to create interprofessional training opportunities for health professions students, this collaboration continues to generate new innovations and cooperative initiatives. These initiatives include research projects supported by significant external funding awards and a decision by the leaders of the two institutions to collaborate to develop a new medical school.
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Burchette, Jessica Epley, Adam C. Welch, Richard A. Hess, Leonard Brian Cross, Ivy A. Click, and Jodi Polaha. "Evaluating an Interprofessional Education (IPE) Curriculum Using a Simulated Job Interview." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6381.

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Gray, Richard. "The preparation and support required for teachers involved with interprofessional education (IPE)." Thesis, University of Brighton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511284.

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Walden, Lisa Walden. "Interprofessional Education: An Investigation of Healthcare Students' Attitudes and Why These Attitudes Exist." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1501710247064227.

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Osundina, Feyikemi D. "Factors that Predict Intent to Participate in Collaborative Practices: A Comparison of Pharmacy Students with and without Interprofessional Education (IPE)." University of Toledo Health Science Campus / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=mco1493050714962113.

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Boyer, John, Libby Giesler, Kerry Redman, and John Murphy. "Identifying Areas of Commonality for an Interprofessional Curriculum on the University of Arizona Health Sciences Campus." The University of Arizona, 2012. http://hdl.handle.net/10150/614474.

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Class of 2012 Abstract
Specific Aims: To identify areas of commonality between the health profession curriculums on the University of Arizona campus, encompassing nursing, pharmacy, medicine, and public health. Methods: This descriptive, cross sectional study used a set of predetermined interprofessional education (IPE) topics including communication, professional ethics, quality assurance and patient safety, evidence based medicine, and public health to compare the core curricula of the colleges. Syllabi for each class were analyzed to determine which, if any, of the topics mentioned previously were covered, and if needed professors were contacted for clarification purposes on their lectures. Main Results: Each of the health professional colleges covers all 5 of the interprofessional topics studied. Evidence based medicine was the most covered IPE topic with 233.5 hours followed by communication (153.5 hours), public health (133.75 hours), quality assurance and patient safety (106.5 hours), and professional ethics (59 hours). Conclusions: The University of Arizona Health Sciences Campus is capable of developing an interprofessional curriculum based on the shared aims amongst the colleges. Although we were unable to identify a specific time slot that could be used to teach IPE curricula, we are able to recommend that an IPE course be implemented in the first professional year for all the colleges as this was the time in which all the colleges spent the most time teaching IPE topics.
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Dougherty, Cynthia Valdez. "Examining the Psychometric Properties of an Interprofessional Education Competency Survey." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461261243.

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Books on the topic "Interprofessional education (IPE)"

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Hamson-Utley, Jordan, Cynthia Kay Mathena, and Tina Patel Gunaldo, eds. Interprofessional Education and Collaboration. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718215504.

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Interprofessional Education and Collaboration: An Evidence-Based Approach to Optimizing Health Care is a groundbreaking text in the field of interprofessional education (IPE) and interprofessional collaborative practice (IPCP). As the health care industry continues to grow, it is critical that those entering health care careers possess interprofessional competency and a collaborative skill set. As such, the World Health Organization and academic program accreditors have amplified their calls for interprofessional training. This text guides the reader through the core competencies for interprofessional collaborative practice that have been set by the Interprofessional Education Collaborative (IPEC) and takes an inclusive approach to the education standards set by professional programs that are members of the Health Professions Accreditors Collaborative (HPAC), including the Commission on Accreditation of the Athletic Training Education (CAATE). Authored by a team of experts representing seven health care professions, this text uses simple definitions and uniform terminology to supply a foundational basis for IPE and IPCP. Introductory topics include building professional t`knowledge of self and others, creating a culture for teams, building interprofessional relationships, and fostering collaboration. Later chapters move beyond the basics to provide guidance in leading interprofessional teams, managing conflict, and sustaining the interprofessional effort. Interprofessional Education and Collaboration offers a unique pedagogical structure that links IPE concepts with IPCP strategies by connecting research with evidence-based practices. Case studies create opportunities to assimilate and discuss IPE concepts. To optimize student engagement and comprehension, each chapter contains the following valuable learning aids: • Each chapter begins with a Case Study that presents a realistic IPCP scenario. At the close of each chapter, the case study is revisited to apply the chapter themes to the case study, and three to five discussion questions are supplied. • Collaborative Corner sidebars aid comprehension with reflective questions or statements related to chapter topics. This feature will facilitate collaborative learning as students share their interprofessional perspectives. • Tools of IPE sidebars equip readers with resources such as surveys, inventories, and activities to implement in their daily practice. • EBP of Teamship sidebars showcase contemporary research articles and findings. This feature reinforces the connection between IPE and IPCP by summarizing relevant research and supplying corresponding evidence-based ICPC strategies. As leading health care institutions continue to prioritize IPE and IPCP, educators have a responsibility to shape the future of health care through an interprofessional curriculum. Interprofessional Education and Collaboration is focused on developing a dual identity that leads to intentional behaviors designed to improve patient outcomes through IPCP. Readers will conclude this text with a firm understanding of IPE concepts and IPCP implementation strategies that aim to create change in daily practice and improve the impact of health care.
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Book chapters on the topic "Interprofessional education (IPE)"

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Karpa, Kelly. "Interprofessional Education (IPE)." In An Introduction to Medical Teaching, 269–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85524-6_18.

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Gum, Lyn, and Jenn Salfi. "Interprofessional Education (IPE): Trends and Context." In Clinical Education for the Health Professions, 1–14. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-6106-7_15-1.

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Prentice, Dawn, and Jenn Salfi. "Translating Evidence into Practice: An Experience with Interprofessional Education (IPE)." In Translational Systems Sciences, 127–37. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3781-3_7.

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Pejsa, Laura, Christine Arenson, James T. Pacala, Jennifer Kertz, and Barbara Brandt. "Interprofessional Practice and Education: Interrelationship with Knowledge Generation, the IPE Core Data Set and National Information Exchange Infrastructure." In Nursing and Informatics for the 21st Century – Embracing a Digital World, 3rd Edition, Book 2, 149–70. New York: Productivity Press, 2022. http://dx.doi.org/10.4324/9781003281009-9.

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Pramling, Niklas, and Louise Peterson. "The Importance of De-reifying Language in Research with Early Childhood Education and Care Professionals: A Critical Feature of Workshop Methodology." In Methodology for Research with Early Childhood Education and Care Professionals, 145–52. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_10.

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AbstractA common observation at workshops in collaborative research between ECEC personnel and researchers is that the educational professionals express an expectation that the research partners should tell them what to do and how something is. This clashes with a foundational premise of research – that research entails generating new knowledge – and thus we cannot say beforehand how it is or what should more specifically be done by teachers. In this chapter, the discussion moves beyond this identified challenge, through theoretical analysis of the language used in interprofessional communication. It is argued that the linguistic process of transforming verbs into nouns (i.e., nominalisation) and its ensuing reification (making-into-things), recontextualised in relation to researcher-ECEC personnel collaboration, needs to be problematised through metacommunicating. This is critical in order to avoid constituting knowledge as objects existing beforehand to simply be transmitted from knower (researcher) to receiver (ECEC personnel). Such a view constitutes the latter group as lacking knowledge. In order to recognise different participating groups’ contributions, more active and dynamic metaphors of knowledge – in this text, the notion of knowledging is suggested (cf. languaging and knowing) – are needed in order to promote mutual recognition and agency among participants, an issue at the heart of interprofessional collaborative work.
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Faisal, Izhar, Saima Salam, and Manisha Arora. "Interprofessional Education." In Building a Patient-Centered Interprofessional Education Program, 259–85. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3066-5.ch013.

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With an ever worsening shortage of healthcare workers, there has been a global shift towards strengthening of interprofessional education (IPE). IPE has existed as a powerful tool in developed countries, but in developing countries like India, it is still in its infancy. Several models of interprofessional education exist, yet India lags behind in implementing these models in academic curricula. Rudimentary curriculum, inefficient healthcare system, and maldistribution of health professionals are some of the potential barriers. A complete overhaul of the healthcare system along with progressive strategies of incorporation of IPE needs to be debated, and associated limitations need to be addressed. Adequate institutional support, well-constructed protocols, infrastructural revamp, and change of workplace culture are vital for IPE to succeed and be sustainable. This chapter provides an overview of IPE and collaborative practice in Indian settings and presents an account of an Indian institution utilizing IPP approach and highlights potential challenges in incorporating IPE in the academic curriculum.
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Moote, Rebecca. "Interprofessional Education." In Advances in Medical Education, Research, and Ethics, 186–207. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2098-6.ch009.

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Interprofessional education (IPE) is recognized as an important component in the education of healthcare students. The goal of bringing students together to learn with, from, and about each other is to ultimately impact collaborative practice and improve patient care. Over the last 20 years there has been increased focus on the design and implementation of IPE experiences. Several IPE collaborative organizations and IPE centers have been formed to provide evidence-based recommendations and guidelines. Strategies have been created for designing and implementing high quality IPE activities, developing faculty in IPE, overcoming student stereotypes, determining assessment strategies, and identifying barriers to IPE. This chapter will focus on each of these elements and provide specific recommendations on how to create and implement IPE that improves student learning.
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McKinney, Robert Earl, Anne D. Halli-Tierney, Allyson E. Gold, Rebecca S. Allen, and Dana G. Carroll. "Interprofessional Education." In Advances in Medical Education, Research, and Ethics, 24–42. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7623-6.ch002.

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Interprofessional education (IPE) has emerged as a core educational method among human service and medical educational settings. Research suggests that learners who learn in IPE settings have better transdisciplinary communication skills and are better team members. Unfortunately, competing demands of multiple academic divisions can make facilitating IPE cumbersome. This chapter will describe the processes for developing, implementing, and evaluating an IPE experience drawn from de-identified patient records. The model includes information about incorporating learners from medicine, pharmacy, psychology, social work, and law, but could easily be expanded to include learners from other disciplines. The authors include descriptions of the process of implementing the unfolding case series in both face-to-face and live remote settings. This will include a sample case vignette, a pre-/post-survey, and learning objectives. Finally, the authors include opportunities for expansion and discussion of the challenges of implementing a curriculum targeted toward learners from diverse disciplines.
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Meyer, Tina M., and Janice Hoffman Simen. "Geriatric Interprofessional Education." In Building a Patient-Centered Interprofessional Education Program, 120–36. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3066-5.ch007.

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Older persons commonly experience complex health needs that are best met by a multifaceted healthcare team. Most healthcare disciplines provide geriatric competencies specific to their professions which support the development of IPE curricula. The American Geriatric Society provided a list of formal geriatric competencies that are useful to curriculum designers and health professions educators. The chapter provides ideas for imbedding commonly occurring geriatric concepts and clinical assessment tools that are relevant to all disciplines for the creation of interprofessional learning activities.
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Ervie, Katherine G., and Julie Wright Banderas. "The Physician Assistant Profession." In Building a Patient-Centered Interprofessional Education Program, 183–203. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3066-5.ch010.

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In the United States, quality healthcare is an expectation. The accepted healthcare delivery approach relies on interprofessional, collaborative, and person-centered teams. As a result, health professions education must implement education and training to graduate a healthcare workforce that is competent in interprofessional collaboration. Physician assistants (PA) have an important role in the healthcare team. The purpose of this chapter is to provide a historical background to the interprofessional collaborative healthcare team, the formation of interprofessional education (IPE) competencies and partnerships, and the valued role of physician assistants. The need for evidence-based results to guide IPE curricular decisions for PA programs and characteristics of published IPE activities involving PA students are summarized. Potential barriers to successful interprofessional education and resolutions to those challenges are discussed.
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Conference papers on the topic "Interprofessional education (IPE)"

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Heymans, Yolande. "Exploring Open Education Practices (OEP) in Undergraduate, Interprofessional Education (IPE)." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3965.

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Advancement in information and communication technology (ICT) laid the foundation for open education practices (OEP). The open educational resources (OER) movement has been high on the accessibility and inclusivity agenda, however, the OPAL report: Beyond OER – Shifting Focus to Open Educational Practices (OPAL, 2011) suggests extending the focus beyond the use of OER in higher education to innovative OEP. OEP is defined as “a broad description of collaborative practices that include the creation, use, and reuse of OER, as well as pedagogical practices employing participatory technologies and social networks for interaction, peer-learning, knowledge creation, and empowerment of learners” (Cronin, 2017, p. 18). // Lecturers introduced OEP into a second-year module. Working in interprofessional teams, health and social care students (N:1734) conducted research and used open technologies to design a learning object. Learning objects were assessed, and with students’ consent, shared as OER. Within the evolving OEP domain, this SoTL research project explored students’ perceptions on the use of OEP in undergraduate, interprofessional education (IPE). Ethics approval was granted. Voluntary non-probability sampling was used. The study population comprised of all students registered for the module (N:1734) with 1145 (n) students giving written consent. // This qualitative study was anchored in a constructivist-interpretivist paradigm. A scoping review provided the theoretical foundation and empirical data was collected through an online reflection activity. Data was anonymised, thematically analysed, co-coded, and interpreted. // Participants perceived the introduction of OEP as very positive. Participants valued working collaboratively, gaining insight into diverse disciplinary approaches, and learning with, form, and about their peers. OEP allowed for increased engagement with the subject matter, better understanding, and knowledge retention. Participants valued learning new skills, being creative, co-constructing knowledge, and developing a learning object that can be used for more than just assessment purposes. Students recommended the inclusion of OEP in other modules. // References. Cronin, C. (2017). Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education. International Review of Research in Open and Distributed Learning, 18(5), 15–34 doi: https://doi.org/10.19173/irrodl.v18i5.3096
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Fattah, Layla, and Andrew Mawdsley. "Does IPE in a clinical environment lead to positive perceptions of interprofessional working?" In Manchester Pharmacy Education Conference. The University of Manchester Library, 2014. http://dx.doi.org/10.3927/226763.

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Hoggatt-Krumwiede, Kim. "USING COMPUTER SUPPORTED TEAM BASED LEARNING (CSTBL) ACTIVITIES FOR INTERPROFESSIONAL EDUCATION (IPE) FOR HEALTH PROFESSIONS IN HIGHER EDUCATION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0378.

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Hare, Alanna, Michelle Chatwin, Deborah Field, Hui-Leng Tan, and Anita Simonds. "Interprofessional education (IPE) for respiratory care in neuromuscular disease (NMD) is feasible, and improves confidence in clinical practice." In ERS International Congress 2018 abstracts. European Respiratory Society, 2018. http://dx.doi.org/10.1183/13993003.congress-2018.oa1640.

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