Towards a model of interprofessional preparation to enhance partnering between educators and families

Abstract

Interprofessional education (IPE) involves cross disciplinary learning, teaching, and supervision to foster greater interdisciplinary collaboration. In the field of medicine, this training approach has been adopted to improve collaboration amongst health care professionals. Rarely has this approach been adopted in regard to the preparation of student teachers. Yet professionals from the disciplines of general and special education, school social work, and school psychology often must work together and with families and pupils. A rationale will be forwarded for offering IPE to graduate students in these fields before they graduate. A multi departmental project was undertaken to design a new IPE training programme to foster collaborative knowledge of, dispositions towards, and skills in family school partnering. The components of the programme, the proposed criteria to gauge the success an initial pilot of the programme, and challenges faced in setting up such cross-discipline training will be described with lessons learned for the future.     

EVALUATION OF A DISTANCE LEARNING COURSE IN GERIATRIC INTERDISCIPLINARY TEAMING

approach are advantageous in a rapidly changing health care system where managed care and integrated services are of increasing importance. A statewide Geriatric Education Center, in cooperation with faculty from multiple disciplines at a state-supported major medical college and other nationally known experts in this area, developed a graduate level distance learning course to enhance awareness of the importance of interdisciplinary teaming. Evaluation results documented an increase in the skills important to effective interdisciplinary team functioning. Greater improvements in attitude toward health care teams occurred among students employed in jobs where they worked primarily with older adults. Pre-training and post-training motivational differences were also found to distinguish students engaged in direct care, geriatric employment. Results are discussed in relation to other evaluation studies in this area and the advances likely to be documented with increased recognition of the benefits in employing geriatric interdisciplinary teams.     

The Diverse Gifts of Dr. Leslie R. Williams

Preparing students in the early childhood field to work with children both with and without disabilities and to collaborate with different professionals is an important endeavor for colleges and universities. The purpose of this paper is to articulate a unique model of program collaboration between early childhood special education and early childhood regular education that demonstrates a cohesive preservice teacher education program across two departments within one university. This unique 10-year history of interdisciplinary collaboration and team teaching provides insights into many of the benefits and challenges of this type of program. This paper presents an historical overview of the development of this collaborative program and describes the logistics of operating an interdisciplinary program at the administrative level. Information collected from faculty and students illustrates the benefits and challenges of team teaching. Finally, strategies for developing a successful program are discussed.     

Learning relations of knowledge transfer (KT) and knowledge integration (KI) of doctoral students during online interdisciplinary training: an exploratory study

ABSTRACT

Interdisciplinary training for doctoral students is an emerging scenario in higher education. The learning relations of knowledge transfer (KT: transferring knowledge from one person to another) and knowledge integration (KI: integrating or synthesizing perspectives from different disciplines) built by doctoral students play an important role in the process of interdisciplinary training. This study explores how doctoral students from a wide range of disciplines build learning relations of KT and KI during online interdisciplinary training. A mixed-methods approach was applied. First, longitudinal social network analysis (SNA) was employed to investigate the patterns of KT and KI relations over a seven-month training period. Subsequently, interviews were conducted to triangulate the SNA findings. SNA results show that the establishment of KI relations is significantly less than that of KT. Qualitative results show three themes explaining the challenges of KI relations, including challenges of online settings, the design of the training modules, and student involvement. Practical implications are drawn for the improvement of online interdisciplinary training, such as suggestions to promote KI and strategies for group learning.     

Development of the ‘Museum Health and Social Care Service’ to promote the use of arts and cultural activities by health and social care professionals caring for older people

ABSTRACT

It is well documented that engagement in arts and cultural activities contributes to improving and maintaining the health and well-being of older people. Despite this, many health and social care professionals do not recognize or accept arts and cultural activities as relevant to their care remit. To address this, a team of 17 individuals comprising older service users, and staff from a range of health and social care, arts, and museum and archive services in North East England worked collaboratively to design and develop the Museum Health and Social Care Service (MHSCS). MHSCS is a resource and training package that reinforces the care and clinical benefits of arts and cultural activities to older people’s health and wellbeing, aimed at supporting health and social care professionals to acknowledge and use these activities as integral to care delivery.     

DEVELOPING AND USING INTERDISCIPLINARY CASE STUDIES IN TEACHING GERIATRICS TO PRACTICING HEALTH CARE PROFESSIONALS

Continuing education programs for health care professionals who practice in geriatrics are an important part of improving the health care provided to older adults. Programs utilizing active forms of learning that mimic the clinical environment are more successful at changing the behavior of health care professionals than traditional didactic styles of teaching. Problem-based learning methods allow learners to identify their own areas of strength and weakness and to work toward improvement in a manner best suited to their needs. This article describes an interdisciplinary team of educator-clinicians in geriatrics who developed clinical case studies embodying these approaches as one method of improving the learning process for adult health care providers. An actual sample case study is presented as an illustration of the principles embodied in this process. Lessons learned from the development and use of these case studies are summarized in the context of improving the quality of continuing education programs for health care professionals in geriatric practice.     

Problem-Based Learning

Abstract

Problem-based learning has been described for use in medical education and is thought to be a superior approach to traditional didactic methods. We describe the use of PBL as an innovative approach to the education and training of social workers on an interdisciplinary health care team. An actual PBL case is described, and a discussion of the advantages and disadvantages to this approach is presented. The use of PBL on interdisciplinary teams helps educate social workers to work effectively on teams, and educates other professionals about the social work role and how to utilize social work services effectively.     

DEVELOPING AND EVALUATING AN INTERDISCIPLINARY CLINICAL TEAM TRAINING PROGRAM: LESSONS TAUGHT AND LESSONS LEARNED

The training of clinicians in working together as an interdisciplinary team has received growing support in geriatrics. Most teamwork training programs have focused on group process and development as the core competencies of team practice necessary to improve levels of team functioning. The experience of the Rhode Island Geriatric Education Center (RIGEC) in developing and implementing an ongoing teamwork training program, including the training of several geriatric teams from a variety of health care settings, suggests that additional objectives should include the empowerment of teams for advocacy in rapidly changing health care settings increasingly shaped by economic forces. The lessons learned by RIGEC for the development and implementation of teamwork training include the importance of defining team membership, dealing with the shifting shoals of the health care system, understanding individuals and systems under stress, and redefining the objectives of teamwork training.     

INTERDISCIPLINARY CONTINUING EDUCATION IN A RURAL AND REMOTE AREA: THE APPROACH OF THE NORTHERN EDUCATIONAL CENTRE FOR AGING AND HEALTH

This article describes an interdisciplinary continuing education approach for health professionals in a rural remote area implemented by the Northern Educational Centre for Aging and Health (NECAH) at Lakehead University in Thunder Bay, Ontario, Canada. The article discusses issues of rural health care practice and the implications for practitioners’ educational needs. The key components involved in delivering interdisciplinary education and teamwork training are reviewed, followed by a discussion of the relevance of an interdisciplinary participatory approach for rural practitioners given their practice context and work style. Using NECAH's experience in planning and delivering a 5‐day interdisciplinary education program in palliative care as a case example, it is argued that simultanous attention to these issues in the design and delivery of continuing professional education for rural professionals contributes to a relevant educational experience in the short‐term and an increased interdisciplinary collaboration in the long‐term. The article suggests that NECAH's interdisciplinary participatory approach is a significant model for the continuing education of health professionals in rural remote areas.     

ETHNICITY,AGING, AND HEALTH: AN INTERDISCIPLINARY EXPERIENCE

Recent trends in geriatric care have focused on the importance of teamwork through interdisciplinary interaction as a means of improving and maintaining the quality of life for clients and their families, while at the same time fostering professional growth of the health care providers. However, the literature is sparse on how university students are prepared through interdisciplinary team approaches to work effectively with geriatric clients in a diverse cultural environment. This article discusses how one undergraduate course was developed and implemented using an interdisciplinary focus to help students learn about ethnicity, health, and older adults. To begin the interdisciplinary focus, an interdisciplinary advisory team was assembled. This team was instrumental in guiding the process of planning, implementing, and evaluating this course. Recommendations from both the students and the advisory team demonstrate that a combination of team learning and multicultural education is essential to empower students to acquire skills for cross‐cultural work.     

CHARTING THE OUTCOMES OF AN INTERDISCIPLINARY SUMMER INSTITUTE ON GERONTOLOGY

The multiple and complex needs of the elderly require interdisciplinary collaboration among many different professionals to provide comprehensive care. As a result, educators must develop interdisciplinary programs and learning experiences that address educational needs and facilitate a better understanding of the various roles and expertise of providers from many fields. Using the framework of a program evaluation model, the Charting the Outcomes of Educational and Clinical Approaches model, this article addresses the outcomes and effects of an interdisciplinary approach to continuing gerontological education used by one summer institute on gerontology. Over its 12‐year history, this institute has attracted more than 2,600 participants from many professions and occupations. The interdisciplinary approach of the Summer Institute has been evident in its planning committees, the delivery of diversified programs by a variety of providers, the facilitation of informal networking among registrants, and the organization of group discussions that bring together professionals and learners from different disciplines to communicate and collaborate on mutual concerns regarding aging issues. One theme on case management, which addressed policy and practical issues related to service delivery for the elderly, was presented by representatives from academia, government, the nonprofit service sector, and consumers to an audience of providers from various fields including business, gerontology, health promotion, nursing, occupational therapy, psychology, recreation, social work, and sociology. Thesue cess of the interdisciplinary approach to gerontological education used by the institute has helped to establish McMaster University as a Canadian leader in this field of continuing education.     

EVALUATING AN INTERDISCIPLINARY TEAM TRAINING INSTITUTE IN GERIATRICS: IMPLICATIONS FOR TEACHING TEAMWORK THEORY AND PRACTICE

Changes occurring in both health care and higher education systems in the U.S. suggest the need for the development of innovative model programs for interdisciplinary team training. This article reports on the development and evaluation of one such program: an interdisciplinary team training institute in geriatrics and primary care sponsored by the Rhode Island Geriatric Education Center in 1999. Key principles underlying the design of program content are summarized. Evaluation data analyzed include information on attendees' backgrounds and teamwork experience, and an assessment of the most important and least important insights gained from participation. Specific ratings for each session include relevance and knowledge attainment. Major observations and recommendations include the combination of theory and practice, a focus on current and cutting edge issues, the importance of educational marketing research, and implications for program evaluation.     

Students’ Perception of Interdisciplinary,Problem‐Based Learning in a Food Biotechnology Course

Abstract: Students’ perception of 8 criteria (rationale of the problem; interdisciplinary learning; facilitator asked essential questions; learner's skills; assessments; facilitation procedures; team's use of resources [team collaboration], and facilitator within a problem‐based learning context) were assessed for a food biotechnology course that was part of a 3rd year biotechnology program. The mean score for “perceived learner's skills” was the lowest whereas those for “facilitation” and “facilitator” were the highest. Selected qualitative comments from students were also analyzed. This study demonstrated interdisciplinary learning as the students could make meaningful connections across different science disciplines. Further investigation is needed to develop possible strategies to accommodate the challenges in making meaningful connections across science disciplines as well as to develop a defined hybrid method for analysis of students’ responses.     

Interdisciplinarity and Bibliography in Rhetoric of Health and Medicine

This essay examines the current state of rhetoric of health and medicine as a subfield strongly dependent on interdisciplinary contributions. While some of the field's research comes from scholars trained in rhetorical history and theory, much of it consists of “rhetorical” commentary by nonrhetoricians in disciplines such as anthropology, sociology, psychology, philosophy, history, and cultural criticism. The author examines questions of the relation of rhetorical research to discourse research in other fields, and considers what might count, especially in graduate student training, as rhetorical study of health and medicine.     

Interprofessional education in gross anatomy: Experience with first‐year medical and physical therapy students at Mayo Clinic

Interprofessional education (IPE) in clinical practice is believed to improve outcomes in health care delivery. Integrating teaching and learning objectives through cross discipline student interaction in basic sciences has the potential to initiate interprofessional collaboration at the early stages of health care education. Student attitudes and effectiveness of IPE in the context of a combined gross anatomy course for first‐year students in Doctor of Physical Therapy (DPT) and Doctor of Medicine (MD) degrees curricula were evaluated. Integrated teams of MD and DPT students participated in part of the gross anatomy dissection course at Mayo Medical School. A survey was administered to 42 MD and 28 DPT students that assessed their attitudes toward IPE and cooperation among health care professionals. Pre‐ and post‐experience surveys were evaluated. Positive comments were related to opportunities for developing a better understanding of the nature and scope of each other's programs, encouraging teamwork and communication, mutual respect, and reducing the perceptual divide between disciplines. Ninety‐two percent of the students agreed that interprofessional learning would help them in becoming a more effective member of the health care team. This initial experience with IPE in gross anatomy provides a basis for continued development of interdisciplinary educational strategies. Anat Sci Ed 1:258–263, 2008. © 2008 American Association of Anatomists.     

The case for interprofessional education in teacher education and beyond

In many PreK-12 school environments, individuals with a variety of professional identities and roles provide services to students. Typically, these individuals are trained with minimal interaction with each other, yet they must work cooperatively with each other in the schools. Interprofessional education (IPE) provides a model whereby students in different disciplines learn to collaborate. This article describes the origins and current status of IPE in the health professions; suggests strategies for applying IPE to educator training; describes a promising example IPE project involving two distinct school-based professionals, pre-service special educators and school counsellors in training, including outcomes documented through student reflections; and offers implications for implementing and sustaining IPE in schools of education.     

Attitudes on Barriers and Benefits of Distance Education among Mississippi Delta Allied Health Community College Faculty,Staff, and Students

Online distance education creates increased opportunities for continuing education and advanced training for allied health professionals living in underserved and geographically isolated areas. The purpose of this article was to explore attitudes on barriers and benefits of distance education technology among underrepresented minority allied health students. It also addressed potential issues to geographic isolation that may contribute to the shortage of adequately trained health professionals in the Mississippi Delta. Community college students, faculty, and staff of Mississippi Delta allied health programs were interviewed about their experience, barriers and benefits to participation, and self efficacy with distance education. Four focus groups meetings with 34 participants were conducted to understand perceptions of community college students and professionals about distance education. Exposure to and experience with online and distance learning format, frequent Internet usage, and plans to matriculate to a four-year university are significant factors when examining attitudes on barriers and benefits. Faculty and staff perceive that community college students would be more confident during discussions in an online environment; that an online class will reduce out-of-pocket educational expenses; and online learning will save time by making all course materials accessible from one webpage. Attitudes on benefits to distance education should be evaluated to assess whether distance education programs meet the needs of the students in underserved areas.     

新文科建设背景下知识产权管理交叉学科研究生培养模式探析

以人工智能、大数据等技术为代表的新一轮技术革新,迫切需要对知识产权管理交叉学科研究生人才培养模式进行创新优化,这是推进国家创新驱动发展战略、知识产权强国战略实施的现实需要,亦是推进知识产权管理“新文科”内涵式发展的必经之路。新文科建设背景下,高校应以学生发展为根本、以社会需求为指引、以知识应用为导向,促进跨学科交叉、多主体协同,通过明确知识产权管理研究生人才培养定位,组建新时代高素质师资队伍,制定适应新形势需求教学体系,建设“资金+平台+基地”的教学资源,构建多元化教学质量评价体系等实施路径,探索新文科建设背景下知识产权管理交叉学科研究生人才“教—学—用—评”一体化培养模式,为国家、企业和社会输送复合型、应用型知识产权管理高素质人才。     

An interdisciplinary approach to family diagnosis and treatment: The S.C.A.N. center

This paper will summarise the author's experience with the interdisciplinary approach to family diagnosis and treatment as practised in the setting of five teaching hospitals in a major city in the United States of America. It will describe how a small group of dedicated health care workers, having organised an interdisciplinary hospital team within one hospital, went on to develop a network of inter-related service and training programs in an intensely competitive environment which favors those who enhance their organisation's prestige, wealth, and power.     

Challenges in Implementing Wellness Approaches in Childhood Disability Services: Views from the field

Despite increasing demand for wellness approaches from disability advocates and consumer groups, they are not implemented routinely in childhood disability services. Interviews were conducted with 23 allied health therapists and managers working within four Australian childhood disability services. They described attempts to embed wellness approaches into their policies and practices. The participants were challenged by professional and pragmatic issues arising from moving towards wellness approaches. The professional challenges concerned changing professional identity and working collaboratively with therapists from different disciplines. In addition, they were challenged by pragmatic issues of balancing quality of care with economic imperatives and the speed of change expected to adopt a new model of care. The findings have implications for the quality and delivery of services and support for children with disabilities and their families, for future research, and for the training of allied health professionals.