Realist review of interprofessional education for health care students: What works for whom and why.
Interprofessional education (IPE) programs, are complex, logistically challenging, and can be expensive to deliver, but these matters are offset by the perceived benefits of IPE. There is little clarity regarding how IPE contributes to the desirable development of collaborative practitioners. To gui...
| Publicado en: | Journal of Interprofessional Care Vol. 37; no. 2; pp. 173 - 187 |
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| Autores principales: | , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar/Apr2023
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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=161786776&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 161786776 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: Mar/Apr2023 vid: 37 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 161786776 156221431 161786776 161786776 10.1080/13561820.2022.2039105 161786776 ppf: 173 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Realist review of interprofessional education for health care students: What works for whom and why. aug: au: Maddock, Bronwyn Dārziņš, Pēteris Kent, Fiona affil: EHCS, Monash University, Melbourne, Australia sug: subj: Education, Interdisciplinary Interprofessional Relations Students, Medical Psychosocial Factors Human Systematic Review Health Care Delivery Curriculum Students Collaboration ab: Interprofessional education (IPE) programs, are complex, logistically challenging, and can be expensive to deliver, but these matters are offset by the perceived benefits of IPE. There is little clarity regarding how IPE contributes to the desirable development of collaborative practitioners. To guide educators in the design of IPE programs there is a need to understand the elements that promote optimal learning. A realist review was conducted to identify the mechanisms and resources that contribute to IPE outcomes. Four databases were searched until April 2020 for empirical studies describing mandatory IPE for pre-registration medical, nursing and other health professional students. Twelve articles met the inclusion criteria. Two novel learning design elements were identified; interdependence, where there is a need for genuine contribution of skills and knowledge from the professions learning together to successfully complete tasks, and embodiment, where through being immersed in an authentic scenario, learners feel what it is like to work in their professions. Other observations supported previous research findings such as the importance of skilled facilitators to promote interaction and reflection. Interprofessional interventions incorporating these specific learning design features seem likely to enhance the impact of IPE, thus making the best use of limited institutional resources and student time. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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