Match!

Skills integration in a simulated and interprofessional environment: An innovative undergraduate applied health curriculum

Published on Jan 1, 2008in Journal of Interprofessional Care1.772
· DOI :10.1080/13561820701753969
Karim S. Bandali6
Estimated H-index: 6
(Michener Institute),
Kathryn Parker4
Estimated H-index: 4
(Michener Institute)
+ 1 AuthorsMary Preece1
Estimated H-index: 1
(Michener Institute)
Abstract
The objective of our study was to propose an innovative applied health undergraduate curriculum model that uses simulation and interprofessional education to facilitate students' integration of both technical and “humanistic” core skills. The model incorporates assessment of student readiness for clinical education and readiness for professional practice in a collaborative, team-based, patient-centred environment. Improving the education of health care professionals is a critical contributor to ultimately improving patient care and outcomes. A review of the current models in health sciences education reveals a scarcity of clinical placements, concerns over students' preparedness for clinical education, and profession-specific delivery of health care education which fundamentally lacks collaboration and communication amongst professions. These educational shortcomings ultimately impact the delivery and efficacy of health care. Construct validation of clinical readiness will continue through primary researc...
  • References (53)
  • Citations (37)
📖 Papers frequently viewed together
66 Citations
491 Citations
78% of Scinapse members use related papers. After signing in, all features are FREE.
References53
Newest
Abstract Aggregate results for competency assessment of new registered nurses using the Performance Based Development System indicate that most new graduates do not meet expectations for entry-level clinical judgment ability. This article discusses implications for nursing education and offers recommendations for developing clinical judgment in nursing students.
203 CitationsSource
It is hard to dispute the rationale behind realigning payment incentives in health care to encourage higher quality and more efficient care. Indeed, across the country and beyond, the number of “pay for performance” programs, as such realignment is called, has reached a tipping point. In the United States, more than half the health maintenance organizations (HMOs) in the private sector have now initiated such programs, covering more than 80% of the country's HMO enrollees.1 Congress has mandated...
256 CitationsSource
This article in the Medical Education series provides a conceptual framework for and a brief update on commonly used and emerging methods of assessment, discusses the strengths and limitations of each method, and identifies several major challenges in assessing professional competence and performance.
998 CitationsSource
#1Amitai ZivH-Index: 24
#2David ErezH-Index: 2
Last. Haim BerkenstadtH-Index: 22
view all 9 authors...
AbstractSimulation-based medical education (SBME) is a rapidly growing field, as is illustrated by the increased development of simulation centers worldwide. SBME is becoming a powerful force in addressing the need to increase patient safety through quality-care training. Recognizing the benefits of
63 CitationsSource
This article introduces a series of reports on medical education. It outlines the main areas of success and the problems that have arisen since the Flexner report was issued.
604 CitationsSource
#1Melih Elçin (Hacettepe University)H-Index: 8
#2Orhan Odabaşi (Hacettepe University)H-Index: 5
Last. Nural Kiper (Hacettepe University)H-Index: 21
view all 6 authors...
Professional behaviour, being one of the domains of professionalism, is an area of medical education that has long been of concern to medical educators. At Hacettepe University, our main goal is to have students become conscious of professional identity, values, responsibilities and the physician-patient relationship. We welcome our new students with an openning ceremony on their first day and two months later, the students start the course called “Health-Illness Concepts and Medical Professiona...
22 CitationsSource
#1Chris Roberts (USYD: University of Sydney)H-Index: 25
#2David Newble (Flinders University)H-Index: 16
Last. Kingsley Hampton (University of Sheffield)H-Index: 2
view all 5 authors...
In the UK, and in many Commonwealth countries, a university degree is accepted by registration bodies as an indication of competence to practice as a PRHO or intern. Concerns have been raised that the quality of university examinations may not always be sufficient for such high-stakes decision-making. Assessments of clinical competence are subject to many potential sources of error. The search for standardization, and high validity and reliability, demands the identification and reduction of mea...
50 CitationsSource
#1Richard L. Cruess (McGill University)H-Index: 34
#2Sylvia R. Cruess (McGill University)H-Index: 27
There are educational principles that apply to the teaching of professionalism during undergraduate education and postgraduate training. It is axiomatic that there is a single cognitive base that applies with increasing moral force as students enter medical school, progress to residency or registrar training, and enter practice. While parts of this body of knowledge are easier to teach and learn at different stages of an individual's career, it remains a definable whole at all times and should b...
186 CitationsSource
#1Aditya Dikshit (UM: University of Miami)H-Index: 1
#2Dawei Wu (UM: University of Miami)H-Index: 1
Last. Weizhao Zhao (UM: University of Miami)H-Index: 1
view all 4 authors...
Abstract This report presents a recently developed web-based medical imaging simulation system for teaching students or other trainees who plan to work in the medical imaging field. The increased importance of computer and information technology widely applied to different imaging techniques in clinics and medical research necessitates a comprehensive medical imaging education program. A complete tutorial of simulations introducing popular imaging modalities, such as X-ray, MRI, CT, ultrasound a...
32 CitationsSource
#1Knut Aspegren (UCPH: University of Copenhagen)H-Index: 1
#2Peter Lønberg-Madsen (UCPH: University of Copenhagen)H-Index: 1
SUMMARY Students in the last semester of medical school and experienced junior doctors with no or little training in communication skills were observed while interviewing or informing simulated patients. There was a remarkable similarity in behaviour between the two categories. Communication skills characteristic of common social conversation were learnt spontaneously, while important professional basic communication skills were not learnt despite 10 or more years of clinical work. These discrep...
72 CitationsSource
Cited By37
Newest
#1Nataly Martini (University of Auckland)H-Index: 9
#2Craig Webster (University of Auckland)H-Index: 19
This paper presents the use of a virtual patient simulation to encourage interprofessional engagement in undergraduate medical and pharmacy students. Twenty students from each discipline were selected to participate in the study, and invited to complete the simulation on their own or in cross-disciplinary pairs. The Readiness for Interprofessional Learning Scale, which considers attitudes towards teamwork and collaboration, professional identity, and roles and responsibilities, was used to asses...
Source
In Italy, there is no framework of procedural skills that all medical students should be able to perform autonomously at graduation. The study aims at identifying (1) a set of essential procedural skills and (2) which abilities could be potentially taught with simulation. Desirability score was calculated for each procedure to determine the most effective manner to proceed with simulation curriculum development. A web poll was conducted at the School of Medicine in Novara, looking at the level o...
Source
#1Jessica Lees (University of Melbourne)H-Index: 1
#2Gillian Webb (University of Melbourne)H-Index: 9
Primary Objective: To review literature to guide the design and implementation of an international and inter-professional ‘Global Learning Partnership’ (GLP). The aim of the GLP model is to create a shared learning opportunity between academics and students from Universitas 21 network with invited partner universities to address United Nations Sustainable Development Goal needs.Design: Two literature reviews were conducted to inform and refine the design of the GLP model to support the acquisiti...
Source
Source
#1Jaime SandH-Index: 1
1 CitationsSource
: HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.3 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registratio...
3 CitationsSource
#1Ingunn Aase (University of Stavanger)H-Index: 4
#2Karina Aase (University of Stavanger)H-Index: 16
Last. Britt Sætre Hansen (Stavanger University Hospital)H-Index: 10
view all 5 authors...
Background : Interprofessional teamwork and communication training have entered the healthcare education setting, mainly investigated through surveys. However, little is known about the student’s perceptions in more depth. The aim of the study was to investigate healthcare students’ perspectives and attitudes towards interprofessional communication in a simulation-based training session. Methods : The study was designed as an explorative case study based on qualitative content analysis Data was ...
3 CitationsSource
#1Aaron W. Calhoun (University of Louisville)H-Index: 11
Last. Marc Auerbach (Yale University)H-Index: 20
view all 4 authors...
Healthcare education is a lifelong pursuit. Physicians, nurses, and other allied health professionals progress through numerous stages as they transition from undergraduate to graduate education and thence to their final postgraduate environment of practice. At each stage, learners must acquire new knowledge, gain competence at new psychomotor tasks, and master the communication, teamwork, critical thinking skills, and attitudes toward practice needed for the clinical domain. Simulation offers a...
Source
Last. Debra BradyH-Index: 2
view all 4 authors...
The World Health Organization recommends interprofessional training for health care students to create a collaborative practice-ready workforce. Yet students in health profession programs remain educated in silos, and communication problems among health care personnel have been implicated as a cause of most patient errors by the American Association of Critical Care Nurses, Institute of Medicine, and Joint Commission. These organizations recommend that health care professionals receive training ...
#1Lynette R. Goldberg (UTAS: University of Tasmania)H-Index: 10
Interprofessional education (IPE) is recognized as a critical component in preparing students for effective interprofessional practice in health care. IPE is supported by the American Speech-Language-Hearing Association and students’ competence in interprofessional practice is expected by clinical supervisors for effective work in any setting, whether that setting is medically or educationally oriented. IPE thus needs to be integrated into the curriculum of academic programs in Communication Sci...
9 CitationsSource