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      Effectiveness of interprofessional education by on-field training for medical students, with a pre-post design

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          Abstract

          Background

          Interprofessional Education (IPE) implies how to achieve successful teamwork, and is based on collaborative practice which enhance occasions for relationships between two or more healthcare professions. This study evaluates the effectiveness of IPE in changing attitudes after a training recently introduced to medical education for second-year students at the University of Padova, Italy.

          Methods

          All medical students following a new program for IPE were enrolled in this study. The Interdisciplinary Education Perception Scale (IEPS) was administered before and after training, according to observation-based and practice-based learning. Data were analysed with Student's paired t-test and Wilcoxon's signed rank test.

          Results

          277 medical students completed both questionnaires. Statistically significant improvements were found in students' overall attitudes as measured by the IEPS and four subscale scores. Gender-stratified analyses showed that improvements were observed only in female students in subscale 4 (“Understanding Others’ Values”). Students who had a physician and/or health worker in their family did not show any improvement in subscales 2 (“Perceived need for cooperation”) or 4 (“Understanding Others’ Values”).

          Conclusions

          Our results indicate that IPE training has a positive influence on students’ understanding of collaboration and better attitudes in interprofessional teamwork. More research is needed to explore other factors which may influence specific perceptions among medical students.

          Electronic supplementary material

          The online version of this article (doi:10.1186/s12909-015-0409-z) contains supplementary material, which is available to authorized users.

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          Most cited references30

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          The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS).

          Although shared learning activities are gradually being introduced to health care undergraduates, it has not been possible to measure the effects of educational interventions on students' attitudes. The main objective of this study was to develop a rating scale using items based on the desired outcomes of shared learning, to assess the 'readiness' of health care students for shared learning activities. A questionnaire study of 120 undergraduate students in 8 health care professions. Principal components analysis resulted a 3-factor scale with 19 items and having an internal consistency of 0.9. The factors have been initially named 'team-working and collaboration', 'professional-identity' and 'professional roles'. The new scale may be used to explore differences in students' perception and attitudes towards multi-professional learning. Further work is necessary to validate the scale amongst a larger population.
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            Multiprofessional learning: the attitudes of medical, nursing and pharmacy students to shared learning.

            The belief that the effectiveness of patient care will improve through collaboration and teamwork within and between health care teams is providing a focus internationally for 'shared learning' in health professional education. While it may be hard to overcome structural and organizational obstacles to implementing interprofessional learning, negative student attitudes may be most difficult to change. This study has sought to quantify the attitudes of first-year medical, nursing and pharmacy students' towards interprofessional learning, at course commencement. The Readiness for Interprofessional Learning Scale (RIPLS) (University of Liverpool, Department of Health Care Education), was administered to first-year medical, nursing and pharmacy students at the University of Auckland. Differences between the three groups were analysed. The Faculty of Medical and Health Sciences, University of Auckland. The majority of students reported positive attitudes towards shared learning. The benefits of shared learning, including the acquisition of teamworking skills, were seen to be beneficial to patient care and likely to enhance professional working relationships. However professional groups differed: nursing and pharmacy students indicated more strongly that an outcome of learning together would be more effective teamworking. Medical students were the least sure of their professional role, and considered that they required the acquisition of more knowledge and skills than nursing or pharmacy students. Developing effective teamworking skills is an appropriate focus for first-year health professional students. The timing of learning about the roles of different professionals is yet to be resolved.
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              Basics of Grounded Theory Analysis: Emergence v Forcing

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                Author and article information

                Contributors
                renzo.zanotti@unipd.it
                gsartor@ulss.tv.it
                cristina.canova@unipd.it
                Journal
                BMC Med Educ
                BMC Med Educ
                BMC Medical Education
                BioMed Central (London )
                1472-6920
                29 July 2015
                29 July 2015
                2015
                : 15
                : 121
                Affiliations
                [ ]Department of Molecular Medicine, University of Padova, Via Loredan 18, 35131 Padova, Italy
                [ ]Department of Pediatrics, Hospital of Treviso, PiazzaleOspedale 1, 31100 Treviso, Italy
                Article
                409
                10.1186/s12909-015-0409-z
                4518727
                26220412
                7495060b-9450-4eba-b9e3-a1a6d2755f8f
                © Zanotti et al. 2015

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

                History
                : 24 April 2015
                : 7 July 2015
                Categories
                Research Article
                Custom metadata
                © The Author(s) 2015

                Education
                interprofessional education,interdisciplinary education perception scale,interprofessional training,medical students

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