Literaturnachweis - Detailanzeige
Autor/inn/en | Curran, Vernon; Heath, Olga; Adey, Tanis; Callahan, Terrance; Craig, David; Hearn, Taryn; White, Hubert; Hollett, Ann |
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Titel | An Approach to Integrating Interprofessional Education in Collaborative Mental Health Care |
Quelle | In: Academic Psychiatry, 36 (2012) 2, S.91-95 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1042-9670 |
DOI | 10.1176/appi.ap.10030045 |
Schlagwörter | Control Groups; Medical Education; Medical Students; Participant Satisfaction; Mental Health; Experiential Learning; Cooperation; Patients; Trainees; Teamwork; Measurement; Pretests Posttests; Student Attitudes; Faculty; Certification; Scores; Health Services; Teacher Collaboration; Professional Education; Learning Strategies Medizinische Ausbildung; Psychohygiene; Experiental learning; Erfahrungsorientiertes Lernen; Co-operation; Kooperation; Patient; Auszubildender; Weibliche Auszubildende; Messverfahren; Schülerverhalten; Academic Staff; Lehrkörper; Abschlusszeugnis; Zertifizierung; Health service; Gesundheitsdienst; Gesundheitswesen; Lehrerkooperation; Berufsausbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie |
Abstract | Objective: This article describes an evaluation of a curriculum approach to integrating interprofessional education (IPE) in collaborative mental health practice across the pre- to post-licensure continuum of medical education. Methods: A systematic evaluation of IPE activities was conducted, utilizing a combination of evaluation study designs, including: pretest-posttest control group; one-group pre-test-post-test; and one-shot case study. Participant satisfaction, attitudes toward teamwork, and self-reported teamwork abilities were key evaluative outcome measures. Results: IPE in collaborative mental health practice was well received at both the pre- and post-licensure levels. Satisfaction scores were very high, and students, trainees, and practitioners welcomed the opportunity to learn about collaboration in the context of mental health. Medical student satisfaction increased significantly with the introduction of standardized patients (SPs) as an interprofessional learning method. Medical students and faculty reported that experiential learning in practice-based settings is a key component of effective approaches to IPE implementation. At a post-licensure level, practitioners reported significant improvement in attitudes toward interprofessional collaboration in mental health care after participation in IPE. Conclusion: IPE in collaborative mental health is feasible, and mental health settings offer practical and useful learning experiences for students, trainees, and practitioners in interprofessional collaboration. (As Provided). |
Anmerkungen | American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |