Collaborating for success: empowering medical professionals through interprofessional education

Yıl 2024, Cilt: 49 Sayı: 2, 515 – 519, 30.06.2024

Saurabh Shrivastava , Rifda Savirani

https://doi.org/10.17826/cumj.1357186

Öz

Meslekler arası eğitim (IPE), hasta bakım faaliyetlerinin kalitesini artırmak amacıyla farklı sağlık mesleklerinden öğrenciler arasında işbirliğine dayalı öğrenmeyi teşvik eden eğitim faaliyetlerini ifade eder. Meslekler arası eğitim önemli bir etkiye sahiptir ve hasta bakımına, sağlık çalışanlarına ve hatta bir bütün olarak sağlık hizmeti sunum sistemine kattığı önemli faydaları açıklamaktadır. Kendi bünyelerinde meslekler arası eğitim vermeyi planlayan sağlık kurumları, öğrencileri hasta merkezli uygulama için gerekli olan beceri ve yetkinlikleri geliştirecek şekilde eğitebilecek IPE’nin etkili bir şekilde sunulmasını sağlamak için yapılandırılmış bir çerçeve benimsemelidir. Bir tıp fakültesinde etkili IPE’nin uygulanmasını etkileyebilecek çok çeşitli zorluklar tespit edilmiştir. Meslekler arası işbirliğini destekleyen elverişli bir ortam yaratarak IPE’yi kolaylaştırmak için bu zorlukların üstesinden gelmeye büyük ihtiyaç vardır. Sonuç olarak, meslekler arası eğitim, farklı sağlık çalışanları arasında işbirliğine dayalı uygulama, hasta merkezli bakım ve etkili ekip çalışmasını teşvik etme potansiyeline sahip olduğu için tıp eğitimi sunumunda özel bir yere sahiptir. Bu nedenle, her tıp kurumunun disiplinler arası öğrenme fırsatlarını keşfetmesi ve öğrencilerini modern sağlık hizmetlerinin karmaşıklığına yeterince hazırlaması gerekmektedir.

Anahtar Kelimeler

Meslekler arası eğitim, Ekip çalışması, Tıp eğitimi

Etik Beyan

Nil

Destekleyen Kurum

Nil

Teşekkür

Nil

Kaynakça

• Iroku-Malize T, Matson C, Freeman J, McGrew M, David A; ADFM Education Transformation Committee. Interprofessional education. Ann Fam Med. 2013;11:188-9.
• Sklar DP. Interprofessional education and collaborative practice-If not now, when? Acad Med. 2016;91:747-9.
• Thistlethwaite J, Gilbert J, Anderson E. Interprofessional education important for transition to interprofessional collaboration. Med Educ. 2022;56:585.
• Dyess AL, Brown JS, Brown ND, Flautt KM, Barnes LJ. Impact of interprofessional education on students of the health professions: a systematic review. J Educ Eval Health Prof. 2019;16:33.
• Olsen AA, Lupton-Smith CP, Rodgers PT, McLaughlin JE. Characterizing research about interprofessional education within pharmacy. Am J Pharm Educ. 2021;85:8541.
• Pawlina W, Drake RL. Interprofessional education: first steps. Anat Sci Educ. 2015;8:289-90.
• Sciarra E, Hackenberg G. Integration of interprofessional education into nursing curriculum. Nurse Educ. 2022;47:189.
• van Diggele C, Roberts C, Burgess A, Mellis C. Interprofessional education: tips for design and implementation. BMC Med Educ. 2020;20:455.
• Paige JT, Garbee DD, Brown KM, Rojas JD. Using simulation in interprofessional education. Surg Clin North Am. 2015;95:751-66.
• Oikawa S, Donkers J. Assessment of teamwork in interprofessional education. J Interprof Care. 2022;36:574-81.
• Ratka A, Zorek JA, Meyer SM. Overview of faculty development programs for interprofessional education. Am J Pharm Educ. 2017;81:96.
• Carlisle C, Taing MW. Interprofessional education between dentistry and pharmacy students: delivery, barriers and facilitating implementation. Aust Dent J. 2021;66:351-7.
• Meleis AI. Interprofessional education: a summary of reports and barriers to recommendations. J Nurs Scholarsh. 2016;48:106-12.
• Ward W, Zagoloff A, Rieck C, Robiner W. Interprofessional education: opportunities and challenges for psychology. J Clin Psychol Med Settings. 2018;25:250-66.
• Trupiano N, Lau T, Gururaj A. Restructuring interprofessional education: a student-driven strategic plan. Acad Med. 2022;97:1106-7.

Collaborating for success: empowering medical professionals through interprofessional education

Yıl 2024, Cilt: 49 Sayı: 2, 515 – 519, 30.06.2024

Saurabh Shrivastava , Rifda Savirani

https://doi.org/10.17826/cumj.1357186

Öz

Interprofessional education (IPE) refers to training activities to foster collaborative learning among students from different healthcare professions with the intention to augment the quality of patient care activities. Interprofessional education has been linked with significant impact and accounts for significant benefits that it adds to patient care, healthcare professionals, and even the healthcare delivery system as a whole. Medical institutions that are planning to introduce interprofessional education within their settings must adopt a structured framework to ensure effective delivery of IPE that can train students to develop the required set of skills and competencies that are essential for patient-centered practice. A wide range of challenges has been identified that can impact the implementation of effective IPE in a medical college. There is an immense need to overcome these challenges to facilitate IPE by creating an enabling environment that supports interprofessional collaboration. In conclusion, interprofessional education has a special place in the medical education delivery, as it has the potential to encourage collaborative practice, patient-centered care, and effective teamwork among different types of healthcare professionals. Thus, it is the need of the hour that each medical institution should explore opportunities for interdisciplinary learning and adequately prepare their students for the complexities of modern healthcare.

Anahtar Kelimeler

Interprofessional education, Teamwork, Medical education

Kaynakça

• Iroku-Malize T, Matson C, Freeman J, McGrew M, David A; ADFM Education Transformation Committee. Interprofessional education. Ann Fam Med. 2013;11:188-9.
• Sklar DP. Interprofessional education and collaborative practice-If not now, when? Acad Med. 2016;91:747-9.
• Thistlethwaite J, Gilbert J, Anderson E. Interprofessional education important for transition to interprofessional collaboration. Med Educ. 2022;56:585.
• Dyess AL, Brown JS, Brown ND, Flautt KM, Barnes LJ. Impact of interprofessional education on students of the health professions: a systematic review. J Educ Eval Health Prof. 2019;16:33.
• Olsen AA, Lupton-Smith CP, Rodgers PT, McLaughlin JE. Characterizing research about interprofessional education within pharmacy. Am J Pharm Educ. 2021;85:8541.
• Pawlina W, Drake RL. Interprofessional education: first steps. Anat Sci Educ. 2015;8:289-90.
• Sciarra E, Hackenberg G. Integration of interprofessional education into nursing curriculum. Nurse Educ. 2022;47:189.
• van Diggele C, Roberts C, Burgess A, Mellis C. Interprofessional education: tips for design and implementation. BMC Med Educ. 2020;20:455.
• Paige JT, Garbee DD, Brown KM, Rojas JD. Using simulation in interprofessional education. Surg Clin North Am. 2015;95:751-66.
• Oikawa S, Donkers J. Assessment of teamwork in interprofessional education. J Interprof Care. 2022;36:574-81.
• Ratka A, Zorek JA, Meyer SM. Overview of faculty development programs for interprofessional education. Am J Pharm Educ. 2017;81:96.
• Carlisle C, Taing MW. Interprofessional education between dentistry and pharmacy students: delivery, barriers and facilitating implementation. Aust Dent J. 2021;66:351-7.
• Meleis AI. Interprofessional education: a summary of reports and barriers to recommendations. J Nurs Scholarsh. 2016;48:106-12.
• Ward W, Zagoloff A, Rieck C, Robiner W. Interprofessional education: opportunities and challenges for psychology. J Clin Psychol Med Settings. 2018;25:250-66.
• Trupiano N, Lau T, Gururaj A. Restructuring interprofessional education: a student-driven strategic plan. Acad Med. 2022;97:1106-7.

Toplam 15 adet kaynakça vardır.

Ayrıntılar

Kaynak Göster

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