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Medical student perceptions of an initial collaborative immersion experience.

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Title: Medical student perceptions of an initial collaborative immersion experience.
Authors: House, Joseph B. (AUTHOR), Cedarbaum, Jacob (AUTHOR), Haque, Fatema (AUTHOR), Wheaton, Michael (AUTHOR), Vredeveld, Jennifer (AUTHOR), Purkiss, Joel (AUTHOR), Moore, Laurel (AUTHOR), Santen, Sally A. (AUTHOR), Daniel, Michelle (AUTHOR)
Source: Journal of Interprofessional Care. Mar2018, Vol. 32 Issue 2, p245-249. 5p. 2 Charts.
Subjects: Experience, Fieldwork (Educational method), Interdisciplinary education, Interprofessional relations, Medical personnel, Psychology of medical students, Students, Course evaluation (Education), Undergraduates
Abstract: Recent reviews of interprofessional education (IPE) highlight the need for innovative curricula focused on longitudinal clinical learning. We describe the development and early outcomes of the initial clinical experience (ICE), a longitudinal practice-based course for first-year medical students. While IPE courses focus on student-to-student interaction, ICE focuses on introducing students to interprofessional collaboration. Students attend 14 sessions at one of 18 different clinical sites. They work directly with different health professionals from among 17 possible professions, including nurses, pharmacists, social workers, and respiratory, occupational, and physical therapists. Between 2015 and 2016, 167 students completed the course, and 81 completed the end-of-course evaluation. Students agreed or strongly agreed that ICE meaningfully contributed to their understanding of healthcare teams and different professional roles (86%), improved their understanding of healthcare systems (84%), improved their ability to communicate with healthcare professionals (61%), and improved their ability to work on interprofessional teams (65%). Select themes from narrative comments suggest that clinical immersion improves understanding of professional roles, helps students understand their own future roles in healthcare teams, and increases awareness of and respect for other professionals, with the potential to change future practice. ICE may be a template for other schools wishing to expand their current educational offerings, by engaging learners in more authentic, longitudinal clinical experiences with practicing healthcare professionals. [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: Medical student perceptions of an initial collaborative immersion experience.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interprofessional+Care%22">Journal of Interprofessional Care</searchLink>. Mar2018, Vol. 32 Issue 2, p245-249. 5p. 2 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Fieldwork+%28Educational+method%29%22">Fieldwork (Educational method)</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+personnel%22">Medical personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+medical+students%22">Psychology of medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Course+evaluation+%28Education%29%22">Course evaluation (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink>
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  Data: Recent reviews of interprofessional education (IPE) highlight the need for innovative curricula focused on longitudinal clinical learning. We describe the development and early outcomes of the initial clinical experience (ICE), a longitudinal practice-based course for first-year medical students. While IPE courses focus on student-to-student interaction, ICE focuses on introducing students to interprofessional collaboration. Students attend 14 sessions at one of 18 different clinical sites. They work directly with different health professionals from among 17 possible professions, including nurses, pharmacists, social workers, and respiratory, occupational, and physical therapists. Between 2015 and 2016, 167 students completed the course, and 81 completed the end-of-course evaluation. Students agreed or strongly agreed that ICE meaningfully contributed to their understanding of healthcare teams and different professional roles (86%), improved their understanding of healthcare systems (84%), improved their ability to communicate with healthcare professionals (61%), and improved their ability to work on interprofessional teams (65%). Select themes from narrative comments suggest that clinical immersion improves understanding of professional roles, helps students understand their own future roles in healthcare teams, and increases awareness of and respect for other professionals, with the potential to change future practice. ICE may be a template for other schools wishing to expand their current educational offerings, by engaging learners in more authentic, longitudinal clinical experiences with practicing healthcare professionals. [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=126975573
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        Value: 10.1080/13561820.2017.1377691
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        Text: English
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        Type: general
      – SubjectFull: Fieldwork (Educational method)
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      – SubjectFull: Interdisciplinary education
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      – SubjectFull: Interprofessional relations
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      – SubjectFull: Medical personnel
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      – SubjectFull: Psychology of medical students
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      – SubjectFull: Students
        Type: general
      – SubjectFull: Course evaluation (Education)
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      – SubjectFull: Undergraduates
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              Text: Mar2018
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