About this paper

Appears in:
Pages: 601-608
Publication year: 2015
ISBN: 978-84-606-5763-7
ISSN: 2340-1079

Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain

LEARNING THROUGH INTERPROFESSIONAL EDUCATION: STUDENTS’ PERCEPTION OF AN IPE MODULE

C. Goodwin

The University of Findlay (UNITED STATES)
The goal of interprofessional learning is to prepare students in health professions to deliberately work together to provide safe and client-centered care effectively and efficiently (Gilbert, 2005). Literature supports the idea that the practice environment and ultimately patient outcomes are enhanced when healthcare professionals work together. The University of Findlay has a College of Health Professions and a College of Pharmacy offering over a dozen different programs in Occupational Therapy, Physical Therapy, Athletic Training, Nursing, Physician Assistant, Social Work, Strength & Conditioning, Pharmacy and Diagnostic Services. Together these colleges have begun a collaboration resulting in a plan for infusing interprofessional education (IPE) into their curriculums and prepare students to provide health care of the future in a collaborative way that will meet the Triple Aim of the Affordable Care Act.

Interprofessional education in the academic setting has gained prominence in recent years. It is becoming widely recognized that education in the necessary attitudes, knowledge, skills, and behaviors needs to begin early in professional development. IPE is currently being implemented in a variety of models in academic settings across the country. Experiences include classroom based learning, team-based projects, simulation, online learning, community activities, training wards, and student-supported/led clinics (Blue, Chesluk & Conforti, 2014). Academic settings range in implementation from doing only one of these to doing a whole variety.

Results are presented from an ongoing investigation into the value of interprofessional learning events for health professional students at The University of Findlay. Data comes from the preliminary analysis of a post event survey conducted which was open for three weeks following the event.

Students were asked to self-rate on the following items:
- Importance of learning with other health professional students
- Importance of team member communication
- Importance of understanding the roles of other healthcare professionals
- Importance of collaboration to safety & quality in the practice of healthcare

Knowledge of what is meant by interprofessional education
@InProceedings{GOODWIN2015LEA,
author = {Goodwin, C.},
title = {LEARNING THROUGH INTERPROFESSIONAL EDUCATION: STUDENTS’ PERCEPTION OF AN IPE MODULE},
series = {9th International Technology, Education and Development Conference},
booktitle = {INTED2015 Proceedings},
isbn = {978-84-606-5763-7},
issn = {2340-1079},
publisher = {IATED},
location = {Madrid, Spain},
month = {2-4 March, 2015},
year = {2015},
pages = {601-608}}
TY - CONF
AU - C. Goodwin
TI - LEARNING THROUGH INTERPROFESSIONAL EDUCATION: STUDENTS’ PERCEPTION OF AN IPE MODULE
SN - 978-84-606-5763-7/2340-1079
PY - 2015
Y1 - 2-4 March, 2015
CI - Madrid, Spain
JO - 9th International Technology, Education and Development Conference
JA - INTED2015 Proceedings
SP - 601
EP - 608
ER -
C. Goodwin (2015) LEARNING THROUGH INTERPROFESSIONAL EDUCATION: STUDENTS’ PERCEPTION OF AN IPE MODULE, INTED2015 Proceedings, pp. 601-608.
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