1
40
3
-
Text
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URL Address
<a href="http://doi.org/10.1016/j.xjep.2020.100322" target="_blank" rel="noreferrer noopener">http://doi.org/10.1016/j.xjep.2020.100322</a>
Volume
19
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<a href="http://ezproxy.neomed.idm.oclc.org/login?url=http://doi.org/10.1016/j.xjep.2020.100322" target="_blank" rel="noreferrer noopener">NEOMED Full-text Holding (if available) - Proxy DOI: 10.1016/j.xjep.2020.100322</a>
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Update Year & Number
March 2020 Update
NEOMED College
NEOMED College of Medicine; NEOMED College of Graduate Studies
NEOMED Department
Department of Family & Community Medicine
Dublin Core
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Title
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Using the Constructivist/Active Learning Theoretical Framework to develop and test a simulation-based interprofessional geriatric training curriculum
Publisher
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Journal of Interprofessional Education & Practice
Date
A point or period of time associated with an event in the lifecycle of the resource
2020
2020-06
Subject
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Education; Simulation; Geriatrics; Healthcare; Interprofessional
Creator
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Niederriter Joan; Hovland Cynthia; Hazelett Susan; Whitford Maureen; Drost Jen; Brown Diane; Morgan Abby; Kropp Denise; Sanders Margy; Gareri Michele; Fosnight Sue; Radwany Steven; McQuown Colleen; Ahmed Rami
Description
An account of the resource
The literature is lacking in theoretically grounded techniques to design interprofessional educational experiences that prepare students to function effectively in interprofessional teams dedicated to the management of complex geriatric patients. We describe the use of the Constructivist/Active Learning theoretical framework to develop an interprofessional simulation-based educational program for students in healthcare fields that combines didactics, skills practice, simulation, volunteer or simulated caregiver interaction, and team care planning into a scaffolded learning experience. Results of post-education surveys show high satisfaction with the education and growth in students’ interprofessional competencies. Our application of this theoretical framework provides a low-tech, yet highly effective method to teach interprofessional team skills in the management of complex geriatric syndromes.
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<a href="http://doi.org/10.1016/j.xjep.2020.100322" target="_blank" rel="noreferrer noopener">10.1016/j.xjep.2020.100322</a>
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Journal Article
2020
Ahmed Rami
Brown Diane
Department of Family & Community Medicine
Drost Jen
Education
Fosnight Sue
Gareri Michele
Geriatrics
Hazelett Susan
healthcare
Hovland Cynthia
interprofessional
Journal of Interprofessional Education & Practice
Kropp Denise
McQuown Colleen
Morgan Abby
NEOMED College of Graduate Studies
NEOMED College of Medicine
Niederriter Joan
Radwany Steven
Sanders Margy
simulation
Whitford Maureen
-
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
URL Address
<a href="http://doi.org/10.1136/bmjstel-2017-000260" target="_blank" rel="noreferrer noopener">http://doi.org/10.1136/bmjstel-2017-000260</a>
Pages
178-179
Issue
3
Volume
5
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Dublin Core
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Title
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Simulation-based interprofessional conference: a focus on patient handoffs and critical communication
Publisher
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Bmj Simulation & Technology Enhanced Learning
Date
A point or period of time associated with an event in the lifecycle of the resource
2019
2019-07
Subject
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communication; handoff; interprofessional; simulation
October 2019 Update
Creator
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Gable Brad; Ahmed Rami
Identifier
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<a href="http://doi.org/10.1136/bmjstel-2017-000260" target="_blank" rel="noreferrer noopener">10.1136/bmjstel-2017-000260</a>
Rights
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Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
2019
Ahmed Rami
BMJ simulation & technology enhanced learning
Communication
Department of Emergency Medicine
Gable Brad
handoff
interprofessional
NEOMED College of Medicine
October 2019 Update
simulation
-
Hyperlink
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Medical student perceptions and attitudes related to interprofessional collaboration at a student-run free clinic
Creator
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Knepp, Kristen A.
Fischbein, Rebecca
Gardner-Buckshaw, Stacey L.
Boltri, John M.
Date
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2022
Description
An account of the resource
Many medical universities have student-run free clinics that enable trainees to obtain hands-on clinical experience with underserved populations. This study takes place at one such clinic based at a multidisciplinary health sciences institution in the midwestern U.S. As part of a federally funded program, the research team conducted a survey of the clinic's student volunteers over a 6-month period. Students were queried about their experiences working in the clinic, including perceptions of collaboration with other student volunteers, satisfaction with shared decision-making, confidence with delivering care in various formats (including telehealth), and experiences working on interprofessional teams. Results indicated that overall, students reported a high degree of collaboration within the clinic and expressed confidence working in teams. Moreover, more experienced students reported greater satisfaction with the collaboration among team members, as well as more confidence with working as a member of a team, as compared to first-year students. Students who volunteered at the clinic more frequently also reported greater confidence working as part of a telemedicine team, as compared to students who spent fewer days staffing the clinic. This research can inform institutional efforts to improve the quality of interprofessional education and experiential learning for future physicians and other healthcare professionals.
Source
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In Journal of Interprofessional Education & Practice December 2022 29
Language
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English
2022
collaboration
interprofessional
Medical education
Student-run free clinic