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Learning for real life: patient-focused interprofessional workshops offer added value.

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Title: Learning for real life: patient-focused interprofessional workshops offer added value.
Authors: Kilminster, Sue (AUTHOR), Hale, Claire (AUTHOR), Lascelles, Margaret (AUTHOR), Morris, Penny (AUTHOR), Roberts, Trudie (AUTHOR), Stark, Patsy (AUTHOR), Sowter, Julie (AUTHOR), Thistlethwaite, Jill (AUTHOR)
Source: Medical Education. Jul2004, Vol. 38 Issue 7, p717-726. 10p.
Subjects: Medical education, Study & teaching of medicine, Interdisciplinary education, Health care teams, Interprofessional relations, Medical communication
Abstract: This paper reports relevant findings of a pilot interprofessional education (IPE) project in the Schools of Medicine and Healthcare Studies at the University of Leeds. The purpose of the paper is to make a contribution towards answering 2 questions of fundamental importance to the development of IPE. Is there a demonstrable value to learning together? What types of IPE, under what circumstances, produce what type of outcomes? Pre-registration house officers (PRHOs), student nurses and pre-registration pharmacists attended a series of 3 workshops intended to develop participants' understanding about each other's professional roles, to enhance teamworking and to develop communication skills. Evaluation covered the process of development of the workshops, the delivery of the workshops and their effects on both facilitators and participants. The course was well received by the participants. The learning reported by the participants reflected 2 project objectives. Participants emphasised communication skills – both with other professionals and patients − and the development of increased awareness of others' roles. These 2 aspects were interlinked. The project aims and 2 of the learning outcomes were achieved. There was a demonstrable value to learning together, particularly with regard to interprofessional communications. This project was effective and can make a contribution towards answering the question ‘What types of IPE, under what circumstances, produce what type of outcomes?’ [ABSTRACT FROM AUTHOR]
Copyright of Medical Education is the property of Wiley-Blackwell 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: Learning for real life: patient-focused interprofessional workshops offer added value.
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  Data: <searchLink fieldCode="AR" term="%22Kilminster%2C+Sue%22">Kilminster, Sue</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hale%2C+Claire%22">Hale, Claire</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lascelles%2C+Margaret%22">Lascelles, Margaret</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Morris%2C+Penny%22">Morris, Penny</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Roberts%2C+Trudie%22">Roberts, Trudie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stark%2C+Patsy%22">Stark, Patsy</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sowter%2C+Julie%22">Sowter, Julie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Thistlethwaite%2C+Jill%22">Thistlethwaite, Jill</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. Jul2004, Vol. 38 Issue 7, p717-726. 10p.
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  Data: <searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br /><searchLink fieldCode="DE" term="%22Study+%26+teaching+of+medicine%22">Study & teaching of medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br /><searchLink fieldCode="DE" term="%22Health+care+teams%22">Health care teams</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+communication%22">Medical communication</searchLink>
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  Data: This paper reports relevant findings of a pilot interprofessional education (IPE) project in the Schools of Medicine and Healthcare Studies at the University of Leeds. The purpose of the paper is to make a contribution towards answering 2 questions of fundamental importance to the development of IPE. Is there a demonstrable value to learning together? What types of IPE, under what circumstances, produce what type of outcomes? Pre-registration house officers (PRHOs), student nurses and pre-registration pharmacists attended a series of 3 workshops intended to develop participants' understanding about each other's professional roles, to enhance teamworking and to develop communication skills. Evaluation covered the process of development of the workshops, the delivery of the workshops and their effects on both facilitators and participants. The course was well received by the participants. The learning reported by the participants reflected 2 project objectives. Participants emphasised communication skills – both with other professionals and patients − and the development of increased awareness of others' roles. These 2 aspects were interlinked. The project aims and 2 of the learning outcomes were achieved. There was a demonstrable value to learning together, particularly with regard to interprofessional communications. This project was effective and can make a contribution towards answering the question ‘What types of IPE, under what circumstances, produce what type of outcomes?’ [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell 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.)
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