Effective Interprofessional Education (eBook)

Hugh Barr and Ivan Koppel, both University of Westminster, School of Integrated Health, London, UK Scott Reeves, Faculty of Medicine, University of Toronto, Ontario, Canada Marilyn Hammick, Oxford Brookes University, Oxford, UK Della Freeth, City University, London, UK

Effective Interprofessional Education 1
Contents 5
Contributors 8
The Series 10
Foreword by Gerard Majoor 12
Foreword by Madeline Schmitt 13
Preface 17
Acknowledgements 22
Glossary 23
Chapter one Rising to the Challenge 27
Chapter two Learning to Work under Pressure 36
Chapter three Capturing Interprofessional Education in Essence 55
Chapter four Reviewing the Evidence Base 66
Chapter five Distinguishing Between Six Domains 84
Chapter six Relating Outcomes to Foci 100
Chapter seven Approaching Learning and Teaching 121
Chapter eight Reconciling Values 131
Chapter nine Thinking Theory 146
Chapter ten Drawing the Threads Together 165
List of Boxes 5
2.1 Community coalitions to improve care for older people 38
2.2 Learning to respond together to the needs of chronically disabled people 39
2.3 Supporting staff and patients in hospice care 40
2.4 Facing up to child abuse 42
2.5 Learning how to protect children 43
2.6 Learning to work together with the whole family 45
2.7 Joint action on poverty 47
2.8 Learning to work with rural poverty 48
2.9 Recruiting professionals in a deprived rural community 51
3.1 Canada as a case study 56
4.1 A randomised controlled trial 79
4.2 An action research study 79
4.3 A study focusing on the patient’s perspective 81
5.1 Saturday school 88
5.2 A graduate entry programme for medical and nursing students 89
5.3 Beginning together 90
5.4 Embedding uniprofessional and interprofessional in multiprofessional curricula 90
5.5 Joint observation 91
5.6 A process map for interprofessional learning 91
5.7 Lunch breaks together during placements 92
5.8 Acute clinical placement in Sweden 93
5.9 An award bearing community mental health course 94
5.10 Systemic interprofessional education 95
5.11 A college course for staff working in spinal cord injury units 96
5.12 A collaborative assignment 96
5.13 Action learning with doctors and counsellors 97
5.14 Quality improvement in a children’s hospital 98
5.15 Interprofessional education for sexual health practitioners 99
6.1 A study reporting level 2a and 2b outcomes 101
6.2 A study reporting level 1 outcomes 102
6.3 A study reporting level 3 outcomes 104
6.4 A study reporting level 4a outcomes 105
6.5 A study reporting level 4b outcomes 106
6.6 Breaking bad news 107
6.7 Exposing perceptions and prejudices 108
6.8 Developing collaborative competencies for nursing and medical students 111
6.9 Managing challenging behaviour – an inter-agency approach 114
6.10 Coping with the logistics 116
6.11 Interprofessional education and clinical governance 117
6.12 Supervising the child protection process 118
7.1 Narrative-based learning 124
7.2 Problem-based learning 125
7.3 Observation-based learning 127
7.4 Video conferencing 127
7.5 Computer-mediated interdisciplinary teams 128
8.1 Involving students in course planning and review 136
8.2 Involving seven professions in formulating ethical curricula 138
8.3 Identifying core topics in health care ethics 139
8.4 Ethical consequences of advances in genetics 139
8.5 Religious and spiritual issues in health care 140
9.1 Understanding underlying feelings 152
9.2 Coping with anxiety, loss and change 153
9.3 Establishing a learning team 157
9.4 TQM in three hospital departments 160
List of Figures 7
2.1 A chain reaction 53
3.1 Three foci of interprofessional education 60
5.1 Extra-curricula model 87
5.2 Crossbar model 88
5.3 Cross-curricula model 95
6.1 Interlinking relationship of the three foci of interprofessional education 120
9.1 Relating theories to foci 163
List of Tables 7
4.1 The JET classification of interprofessional education outcomes 69
4.2 Details of searches, abstracts and papers obtained 70
4.3 Distribution of countries 74
4.4 Publication year 75
4.5 Duration of interprofessional education initiatives 75
4.6 Qualification for interprofessional education 76
4.7 Care sector 76
4.8 Clinical sector and condition 76
4.9 Pre- and post-qualifying interprofessional education 77
4.10 Professional participation 77
4.11 Evaluation design 78
4.12 Data collection methods 80
4.13 Source of data 81
4.14 Identifying methodological limitations 82
4.15 Ethical considerations 82
5.1 Interprofessional education and lead institution 86
5.2 Stage of interprofessional education and lead institution 86
6.1 Reported outcomes 101
6.2 Coincidence of reported outcomes 101
6.3 Focus of interprofessional education 106
6.4 Focus and outcomes of interprofessional education 118
7.1 Approaches to interprofessional learning and teaching 129
9.1 Underpinning theory 147
Appendices 172
Appendix 1 Search Strategies 172
Appendix 2 Abstraction of Studies 174
Appendix 3 Higher Quality Studies 177
References 183
Index 201

"In summary, this book is a valuable resource for anyone already
involved in interprofessional education and for newcomers to the
area. It provides a clear picture of the current position of IPE
and offers a sound framework for future development."

Learning in Health and Social Care

"The authors have succeeded in synthesizing the evidence base
for IPE and in so doing have established a knowledge base related
to good IPE past and present programs. That accomplishment in
itself is laudable; but the authors also have gone beyond that
accomplishment and challenged the field to do better... and in
the process have provided a blueprint for doing so."

Journal of Interprofessional Care

"Easy to read and a valuable resource to policy makers, program
planners, team leaders, teachers and researchers"

Journal of Interprofessional Care