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Learning outcomes for interprofessional education (IPE): Literature review and synthesis.

Published on Sep 1, 2010in Journal of Interprofessional Care1.77
· DOI :10.3109/13561820.2010.483366
Jill Thistlethwaite22
Estimated H-index: 22
(Warw.: University of Warwick),
Monica Moran11
Estimated H-index: 11
(UQ: University of Queensland)
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Abstract
As part of a World Health Organization (WHO) initiative we searched the literature to explore defined learning outcomes for interprofessional education between 1988, when the last WHO technical report on interprofessional education was published, and 2009. We describe and synthesize findings from 88 citations over this 21 year period. There is a variety in the way learning outcomes are presented but there are many similarities between specific outcomes and/or objectives. Papers describing educational interventions do not always include specific outcomes or objectives. Our findings have been integrated into a list of learning outcomes with six categories for further debate and discussion. This project is part of a wider initiative initiated by the WHO in 2007 to review the current position of interprofessional education worldwide. It is also a sub-project of a learning and teaching grant funded by the Carrick Institute for Learning and Teaching within Australia. In this paper we use the CAIPE definition of interprofessional education: "Occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care" (Barr, 2002).
  • References (25)
  • Citations (180)
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References25
Newest
Published on Mar 28, 2013in Cochrane Database of Systematic Reviews7.75
Scott Reeves61
Estimated H-index: 61
(UCSF: University of California, San Francisco),
Laure Perrier24
Estimated H-index: 24
(St. Michael's Hospital)
+ 2 AuthorsMerrick Zwarenstein26
Estimated H-index: 26
(UWO: University of Western Ontario)
BACKGROUND: The delivery of effective, high-quality patient care is a complex activity. It demands health and social care professionals collaborate in an effective manner. Research continues to suggest that collaboration between these professionals can be problematic. Interprofessional education (IPE) offers a possible way to improve interprofessional collaboration and patient care. OBJECTIVES: To assess the effectiveness of IPE interventions compared to separate, profession-specific education i...
Published on Jan 1, 2008in Journal of Interprofessional Care1.77
Gillian Nisbet8
Estimated H-index: 8
(USYD: University of Sydney),
Graham D. Hendry20
Estimated H-index: 20
(USYD: University of Sydney)
+ 1 AuthorsMichael Field39
Estimated H-index: 39
(USYD: University of Sydney)
Within health, it is widely acknowledged that a collaborative, team-oriented approach to care is required to ensure patient safety and quality of service delivery. A pre-qualification interprofessional learning experience should provide an ideal opportunity for students to gain the necessary knowledge, skills and attitudes to enable them to work as part of a patient-centred interprofessional team. In this article we report a multidimensional evaluation of a pre-qualification interprofessional le...
Published on Jan 1, 2008in Journal of Interprofessional Care1.77
Karim Bandali6
Estimated H-index: 6
(Michener Institute),
Kathryn Parker3
Estimated H-index: 3
(Michener Institute)
+ 1 AuthorsMary Preece1
Estimated H-index: 1
(Michener Institute)
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 ...
Published on Sep 1, 2007in Learning in Health and Social Care
Jane Payler6
Estimated H-index: 6
(University of Southampton),
Edgar Meyer10
Estimated H-index: 10
(University of Southampton),
Debra Humphris9
Estimated H-index: 9
(University of Southampton)
This study outlines the development of a conceptual framework to guide the evaluation of the impact of the pedagogy employed in continuing professional development for professionals in education, health and social care. The work is developed as part of the Centre for Excellence in Teaching and Learning: Interprofessional Learning across the Public Sector (CETL: IPPS) at the University of Southampton. The study briefly outlines the field for pedagogic research and comments on the underpinning the...
Published on Jan 1, 2007in Medical Teacher2.71
Marilyn Hammick11
Estimated H-index: 11
,
Della Freeth4
Estimated H-index: 4
(CVCP: Universities UK)
+ 2 AuthorsH. Barr1
Estimated H-index: 1
(University of Greenwich)
Background and review context: Evidence to support the proposition that learning together will help practitioners and agencies work better together remains limited and thinly spread. This review identified, collated, analysed and synthesised the best available contemporary evidence from 21 of the strongest evaluations of IPE to inform the above proposition. In this way we sought to help shape future interprofessional education and maximize the potential for interprofessional learning to contribu...
Published on Sep 1, 2006in The American Journal of Pharmaceutical Education1.74
Tami L. Remington8
Estimated H-index: 8
,
Mariko A. Foulk5
Estimated H-index: 5
(UM: University of Michigan),
Brent C. Williams16
Estimated H-index: 16
Based on recommendations from numerous organizations, educators in healthcare disciplines are implementing interprofessional training programs. Our objective was to summarize relevant literature in a way that would be most useful to clinican educators. Studies involving educational interventions in health professions to enhance learner-based outcomes relevant to the provision of interprofessional care were identified. We sought prospective, controlled trials in which at least 2 health care disci...
Published on Jan 1, 2006in Journal of Interprofessional Care1.77
Cath O'Halloran5
Estimated H-index: 5
(University of Huddersfield),
Sarah Hean16
Estimated H-index: 16
(BU: Bournemouth University)
+ 1 AuthorsJ. Macleod-Clark1
Estimated H-index: 1
(University of Southampton)
This paper describes the curriculum model developed for an ambitious interprofessional education programme for health and social care professions implemented in two universities in the south of England (the New Generation Project). An outline of how the New Generation Project has interpreted the meaning of interprofessional learning is presented first. This is followed by an outline of the structure of the programme, describing both learning in common and interprofessional learning components. T...
Published on Jan 1, 2006in Journal of Interprofessional Care1.77
Phillip G. Clark25
Estimated H-index: 25
(URI: University of Rhode Island)
Much of the literature on interprofessional education (IPE) is descriptive, anecdotal, and atheoretical. To advance both practice and research in this field, IPE needs to develop theoretical frameworks that: (i) identify major concepts to guide the development of course and program structures and processes, (ii) specify learning objectives and effective methods for their achievement, (iii) suggest appropriate roles for faculty and students in the educational process, and (iv) aid in research and...
Published on Aug 9, 2005
Hugh Barr Frcs Frcse46
Estimated H-index: 46
,
Ivan Koppel14
Estimated H-index: 14
+ 2 AuthorsDella Freeth20
Estimated H-index: 20
Published on Aug 9, 2005
Della Freeth20
Estimated H-index: 20
,
Marilyn Hammick17
Estimated H-index: 17
+ 2 AuthorsHugh Barr Frcs Frcse46
Estimated H-index: 46
Cited By180
Newest
Megan Corlis5
Estimated H-index: 5
,
Kate Barnett + 3 AuthorsJan Van Emden1
Estimated H-index: 1
Abstract The Student Education and Participation Program that has evolved at Helping Hand Aged Care over the past decade is based on ongoing research and evaluation, most of which has been undertaken in partnership with the University of South Australia (UniSA). The Program is structured to support Interprofessional Education (IPE) and represents an effective application of the Teaching Nursing Home (TNH) model. Drawing on that body of work, findings are presented from the national evaluation of...
Lisa de Saxe Zerden8
Estimated H-index: 8
(UNC: University of North Carolina at Chapel Hill),
Brianna M. Lombardi4
Estimated H-index: 4
(University of Pittsburgh),
Erica L. Richman4
Estimated H-index: 4
(UNC: University of North Carolina at Chapel Hill)
Abstract Roles for social workers on integrated health teams are growing, yet more information is needed to understand the workings of interprofessional teams and their practice settings. Even less is known about the barriers to practice social workers encounter or the system-level factors that promote or inhibit social workers’ success as members of interprofessional, integrated teams. This article presents findings from a study of 395 social workers who are members of interprofessional teams i...
Published on Aug 1, 2019in Child Abuse & Neglect2.85
Yui Yamaoka (University of Oklahoma Health Sciences Center), Carisa Wilsie2
Estimated H-index: 2
(University of Oklahoma Health Sciences Center)
+ 1 AuthorsBarbara L. Bonner14
Estimated H-index: 14
(University of Oklahoma Health Sciences Center)
Abstract Background University of Oklahoma Health Sciences Center has offered Interdisciplinary Training Program (ITP) for Child Abuse and Neglect since 1987. However, there are limited evaluations on multidisciplinary/interprofessional training for early professionals in the field of child abuse and neglect. Objective This study aimed to examine the effects of the ITP on young professionals in developing their careers and taking leadership roles in the field of child abuse and neglect. Methods ...
Published on Jun 18, 2019in Journal of Creativity in Mental Health
Ryan F. Reese5
Estimated H-index: 5
(OSU: Oregon State University)
ABSTRACTInterprofessional education (IPE) is a pedagogic strategy in which pre-professionals from multiple disciplines learn alongside one another. IPE works most effectively in institutions where related pre-professional programs operate in close proximity and with parallel learning requirements. However, not all counselor education programs co-occur with related disciplines, including programs housed at universities with smaller student populations and fewer related academic programs. The purp...
Abstract Context This paper reviews cultural-historical activity theory's (CHAT) contribution to interprofessional learning and practice (IPLP) in healthcare. The intent is to allow greater access to the concepts and the empirical knowledge accumulated by scholars who have utilized CHAT, thereby facilitating deeper engagement with CHAT in study designs. Methods A meta-ethnographic study was conducted to take stock of the literature. Eight major databases and two specific journals were searched f...
Jodi Polaha (East Tennessee State University James H. Quillen College of Medicine), Ivy Click3
Estimated H-index: 3
(East Tennessee State University James H. Quillen College of Medicine)
+ 3 AuthorsJessica Burchette
Abstract Background Evaluation of interprofessional education (IPE) has been limited to students’ self-report and rarely assessed content validity using real-world input. Purpose This study compared students who did and did not complete an IPE curriculum using a mock interview. Aims were to compare them: 1) in terms of competencies around team based care, and 2) as rated by clinicians providing team based care. Method Students participated in a mock field placement interview. Study staff rated t...
Published on May 27, 2019
Kecia S. Leary (UI: University of Iowa), Leonardo Marchini14
Estimated H-index: 14
(UI: University of Iowa)
+ 1 AuthorsDavid C. Johnsen6
Estimated H-index: 6
(UI: University of Iowa)
Published on Apr 14, 2019in Journal of Public Child Welfare
Haley Woodside-Jiron7
Estimated H-index: 7
(UVM: University of Vermont),
Simon Jorgenson (UVM: University of Vermont)+ 1 AuthorsJennifer Jorgenson (UVM: University of Vermont)
ABSTRACTAmong school-age children, there is a high prevalence of trauma-related mental health needs across child welfare, mental health, and education settings. The purpose of this manuscript is to describe an interprofessional graduate course which aims to build capacity among community providers to improve well-being for children and families. Specifically, it is the goal of this Academy to increase the number of professionals across professions who enter the field equipped to effectively supp...
Published on May 27, 2019in Journal of Interprofessional Care1.77
Anders Baerheim21
Estimated H-index: 21
(University of Bergen),
Arild Raaheim3
Estimated H-index: 3
(University of Bergen)
ABSTRACTIn this article we aim to elucidate some pedagogical aspects of interprofessional workplace learning, using the learning strategies of the Centre for Interprofessional Workplace Learning, Norway (TVEPS) as a case. We find the Expansive Learning Theory well suited for a creative interaction with the learning strategies at our interprofessional training centre. The Expansive Learning Theory focuses on learning over a substantial time horizon, but also opens for micro-cycles of learning ove...
Published on May 4, 2019in Journal of Interprofessional Care1.77
Gerda Reitsma1
Estimated H-index: 1
,
Belinda Scrooby2
Estimated H-index: 2
+ 8 AuthorsMariëtte Swanepoel1
Estimated H-index: 1
ABSTRACTThe need for interprofessional education (IPE) in health science disciplines is a current global trend. However, despite international support and demand, IPE is still new to many health professions curricula in South Africa. Furthermore, while ample existing academic literature addresses commonly encountered barriers to IPE, there is still a need to investigate the dynamics and challenges associated with the process of implementing IPE at universities. IPE is not yet part of the formal ...
View next paperA best evidence systematic review of interprofessional education: BEME Guide no. 9