Results and lessons learned from a virtual multi-institutional problem-based interprofessional learning approach: The VIPE program.
The importance of interprofessional collaborative practice has come into focus over the past decade as coordination and delivery of health care becomes increasingly complex. The need for students to acquire collaboration-building skills to prepare them to work effectively within diverse healthcare t...
| Publicado en: | Journal of Interprofessional Care Vol. 37; no. 1; pp. 164 - 168 |
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| Autores principales: | , , , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jan/Feb2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=161178552&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 161178552 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: Jan/Feb2023 vid: 37 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 161178552 156221323 161178552 161178552 10.1080/13561820.2022.2040453 161178552 ppf: 164 ppct: 4 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Results and lessons learned from a virtual multi-institutional problem-based interprofessional learning approach: The VIPE program. aug: au: Showstark, Mary Joosten-Hagye, Dawn Wiss, Andrew Resnik, Cheryl Embry, Erin Zschaebitz, Elke Symoniak, Melanie R. Maxwell, Barbara Simmons, Anita Fieten, Jennifer affil: Yale School of Medicine Physician Assistant Online Program, United States sug: subj: Education, Interdisciplinary Learning Methods Problem-Based Learning Education Interprofessional Relations Students, Health Occupations Online Education Funding Source Collaboration Accreditation Teaching Methods ab: The importance of interprofessional collaborative practice has come into focus over the past decade as coordination and delivery of health care becomes increasingly complex. The need for students to acquire collaboration-building skills to prepare them to work effectively within diverse healthcare teams to improve patient outcomes is a goal of interprofessional education (IPE). Accrediting bodies across healthcare professions require IPE as part of a robust curriculum to build collaborative skill sets and create a practice ready workforce. To respond to this need, an online healthcare program developed an innovative model for student collaboration across professions and institutions through a virtual interprofessional education (VIPE) program. The VIPE model aims to simulate clinical practice via an asynchronous and synchronous pedagogical approach that combines PBL/CBL with psychological safety. VIPE demonstrated statistically significant gains in knowledge and positive attitudes toward interprofessional collaborative practice as a result of participation in the VIPE program. During COVID-19, the demand for high quality IPE for health professions' students in virtual settings has grown, VIPE has the potential to be a solution for this. VIPE requires a dedicated committee and technical lead. Further research could involve longitudinal studies and nonaggregate models. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Unknown language: English refInfo: holdings: @attributes: islocal: N |
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