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Educ Prim Care. 2017 Jul;28(4):223-231. doi: 10.1080/14739879.2017.1298406. Epub 2017 Mar 12.

Assessing Interprofessional education in a student-faculty collaborative practice network.

Author information

1
a Harvard Medical School , Boston , MA , USA.
2
b Massachussetts General Hospital , Boston , MA , USA.
3
c Brigham & Woman's Hospital , Boston , MA , USA.
4
d MGH Institute of Health Professions , Boston , MA , USA.
5
e Beth Israel Deaconess Medical Center , Boston , MA , USA.

Abstract

Although interprofessional relationships are ubiquitous in clinical practice, undergraduate medical students have limited opportunities to develop these relationships in the clinical setting. A few student-faculty collaborative practice networks (SFCPNs) have been working to address this issue, but limited data exist examining the nature and extent of these practices. A systematic survey at a Harvard-affiliated SFCPN is utilised to evaluate the quantity and quality of interprofessional interactions, isolate improvements, and identify challenges in undergraduate interprofessional education (IPE). Our data corroborate previous findings in which interprofessional clinical learning was shown to have positive effects on student development and align with all four domains of Interprofessional Education Collaborative core competencies, including interprofessional ethics and values, roles and responsibilities, interprofessional communication, and teams and teamwork. These results highlight the unique opportunity and growing necessity of integrating IPE in SFCPNs to endorse the development of collaborative and professional competencies in clinical modalities of patient care.

KEYWORDS:

Interprofessional education; interprofessional learning; interprofessional teamwork; medical education; student–faculty collaborative practice network

PMID:
28287025
DOI:
10.1080/14739879.2017.1298406
[Indexed for MEDLINE]
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