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“Collaborative-ready” students: Exploring factors that influence collaboration during a longitudinal interprofessional education practice experience.

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Title: “Collaborative-ready” students: Exploring factors that influence collaboration during a longitudinal interprofessional education practice experience.
Authors: Rotz, Melissa E. (AUTHOR), Dueñas, Gladys G. (AUTHOR)
Source: Journal of Interprofessional Care. Mar2016, Vol. 30 Issue 2, p238-241. 4p.
Subjects: Accreditation, Academic medical centers, Curriculum planning, Demography, Education, Interdisciplinary education, Interprofessional relations, Labor supply, Longitudinal method, Medical practice, Study & teaching of medicine, Qualitative research, Data analysis, Control groups, Acquisition of data, Standards
Abstract: A goal of interprofessional education (IPE) is to prepare “collaborative-ready” healthcare professionals to ultimately improve health outcomes. The objective of our study was to explore student-reported factors that influence collaboration within our longitudinal IPE experience. Twenty-five first-year pharmacy students and 50 first-year medical students enrolled in IPE courses were invited to participate in three focus groups. Focus group responses were audio-recorded, transcribed verbatim, and applied to a qualitative thematic analysis. Eighteen students participated with six students in each group. Compared to the medical students, the pharmacy students were younger (22 vs. 26 years), had earned only a high school diploma, and had less healthcare experience. Emergent themes that students reported revealed various factors that can facilitate and inhibit collaboration among student participants. These findings can inform curricular redesign to focus on: clarifying provider roles, requiring ongoing preceptor development, enhancing course orientation, and coordinating student schedules to better prepare “collaborative-ready” students. [ABSTRACT FROM PUBLISHER]
Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: “Collaborative-ready” students: Exploring factors that influence collaboration during a longitudinal interprofessional education practice experience.
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  Data: <searchLink fieldCode="AR" term="%22Rotz%2C+Melissa+E%2E%22">Rotz, Melissa E.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dueñas%2C+Gladys+G%2E%22">Dueñas, Gladys G.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interprofessional+Care%22">Journal of Interprofessional Care</searchLink>. Mar2016, Vol. 30 Issue 2, p238-241. 4p.
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  Data: A goal of interprofessional education (IPE) is to prepare “collaborative-ready” healthcare professionals to ultimately improve health outcomes. The objective of our study was to explore student-reported factors that influence collaboration within our longitudinal IPE experience. Twenty-five first-year pharmacy students and 50 first-year medical students enrolled in IPE courses were invited to participate in three focus groups. Focus group responses were audio-recorded, transcribed verbatim, and applied to a qualitative thematic analysis. Eighteen students participated with six students in each group. Compared to the medical students, the pharmacy students were younger (22 vs. 26 years), had earned only a high school diploma, and had less healthcare experience. Emergent themes that students reported revealed various factors that can facilitate and inhibit collaboration among student participants. These findings can inform curricular redesign to focus on: clarifying provider roles, requiring ongoing preceptor development, enhancing course orientation, and coordinating student schedules to better prepare “collaborative-ready” students. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=114192791
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        Value: 10.3109/13561820.2015.1086731
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        Text: English
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        PageCount: 4
        StartPage: 238
    Subjects:
      – SubjectFull: Accreditation
        Type: general
      – SubjectFull: Academic medical centers
        Type: general
      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: Demography
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      – SubjectFull: Education
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      – SubjectFull: Interdisciplinary education
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      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Labor supply
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Medical practice
        Type: general
      – SubjectFull: Study & teaching of medicine
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Data analysis
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      – SubjectFull: Control groups
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      – SubjectFull: Acquisition of data
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      – SubjectFull: Standards
        Type: general
    Titles:
      – TitleFull: “Collaborative-ready” students: Exploring factors that influence collaboration during a longitudinal interprofessional education practice experience.
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            NameFull: Rotz, Melissa E.
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              Text: Mar2016
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