Suchergebnisse

The development of Interprofessional Education (IPE) in Aberdeen during the last 20 years has had a distinctive Scottish focus as the health and social care agenda in north of the border has become increasingly different from that in England. Since 1999 the devolved government in Scotland introduced different legislation and policies in a different health care system impacting on IPE development.

The interprofessional education (IPE) programme in Aberdeen has been in existence since 2003. Commencing with undergraduate students from medicine and pharmacy, it expanded to include: applied biomedical science; diagnostic radiography; dietetics; midwifery; nursing; nutrition; occupational therapy; physiotherapy and social work. To cater for these different courses the programme has been diversified using blended learning strategies and innovative technologies. Models for practice delivery have been tried and tested, and research evidence has underpinned the development. This paper will highlight three of these tested models that can be used to deliver IPE in practice namely: simulation using gaming; face-to-face IPE in practice and the creation of virtual communities for student learning. A critical factor to enhancing the excellence of this curriculum development was the quality of the partnership working between the Universities and the practice settings. Fundamental to this was the staff development in IPE facilitation and training. Students demonstrated transferable skills from university to placement settings, applying their learning to interprofessional and inter-agency working. These formal and informal learning approaches have been crucial to the students' acceptance of each other as equal partners in delivering health and social care.

Background: The aim of this study was to explore the perspectives of faculty members and academic administrators, at Qatar University College of Pharmacy, towards interprofessional education (IPE) and collaborative practice by identifying enablers, barriers and resources needed to implement IPE within the pharmacy curriculum. Methods: A qualitative methodology was employed using focus groups discussions. Two focus groups were conducted, one focus group with faculty members (n = 5) and another focus group with academic administrators (n = 5) at Qatar University College of Pharmacy. Focus groups were audio recorded and transcribed verbatim by an independent experienced transcriber and validated by the study principal researcher. Thematic analysis was undertaken to generate key themes and subthemes. Results: The study participants highlighted a number of enablers and challenges encountered as a result of the initial IPE events, for integrating IPE into the pharmacy curriculum. Many provided recommendations and suggestions for effective implementation of IPE. Analysis of the results focused on three main categories: enablers, barriers and recommendations. Overall, seven major themes were identified: 1) intrinsic enabling factors (initial IPE experiences, cross-appointed faculty, accreditation); 2) extrinsic enabling factors (national policy & legislation and advances in pharmacists' role); 3) student related benefits (roles & responsibilities and agents for change); 4) student hindering factors (student engagement, perceptions & attitudes and gender issues); 5) partnering academic institutions (logistical issues, familiarity with other curricula and commitment); 6) practice environment (hierarchy, healthcare professionals' attitude and lack of collaborative practice) and 7) IPE delivery (dedicated structure, IPE curriculum and extrinsic support). Conclusion: Pharmacy academics had positive perceptions towards IPE suggesting a high level of support and readiness to pursue IPE and an opportunity for ...