TY - JOUR
KW - Communication
KW - Cooperative Behavior
KW - Diabetes Mellitus/therapy
KW - Group Processes
KW - Humans
KW - Hypertension/therapy
KW - Interdisciplinary Placement/organization & administration
KW - Interprofessional Relations
KW - Leadership
KW - Obesity/therapy
KW - Patient Care Team/organization & administration
KW - Pilot Projects
KW - Primary Health Care/organization & administration
KW - Professional Role
KW - Student Run Clinic/organization & administration
KW - Students, Health Occupations/psychology
KW - interprofessional education
KW - interprofessional practice
KW - Longitudinal Study
KW - validated survey
KW - work-based learning
AU - Amy R. Weinstein
AU - Maria C. Dolce
AU - Megan Koster
AU - Ravi Parikh
AU - Emily Hamlyn
AU - Elizabeth A McNamara
AU - Alexa Carlson
AU - Margarita V. DiVall
A1 - 
AB - The changing healthcare environment and movement toward team-based care are contemporary challenges confronting health professional education. The primary care workforce must be prepared with recent national interprofessional competencies to practice and lead in this changing environment. From 2012 to 2014, the weekly Beth Israel Deaconess Crimson Care Collaborative Student-Faculty Practice collaborated with Northeastern University to develop, implement and evaluate an innovative model that incorporated interprofessional education into primary care practice with the goal of improving student understanding of, and ability to deliver quality, team-based care. In the monthly interprofessional clinic, an educational curriculum empowered students with evidence-based, team-based care principles. Integration of nursing, pharmacy, medicine, and masters of public health students and faculty into direct patient care, provided the opportunity to practice skills. The TeamSTEPPS(R) Teamwork Attitudes Questionnaire was administered pre- and post-intervention to assess its perceived impact. Seventeen students completed the post-intervention survey. Survey data indicated very positive attitudes towards team-based care at baseline. Significant improvements were reported in attitudes towards situation monitoring, limiting personal conflict, administration support and communication. However, small, but statistically significant declines were seen on one team structure and two communication items. Our program provides further evidence for the use of interprofessional training in primary care.
AD - a Beth Israel Deaconess Medical Center , Department of Medicine , Boston , USA.; b School of Nursing , State University of New York at Stony Brook , Boston , USA.; c Department of Medicine , Massachusetts General Hospital , Boston , USA.; d Department of Medicine , University of Pennsylvania , Boston , USA.; e Department of Neurology, Boston Medical Center , Boston Medical Center , Boston , USA.; f Novartis Institutes for BioMedical Research Inc , Cambridge , USA.; g School of Pharmacy , Northeastern University , Boston , USA.; g School of Pharmacy , Northeastern University , Boston , USA.
BT - Journal of interprofessional care
C5 - Education & Workforce; Healthcare Disparities; Measures
CP - 1
CY - England
DO - 10.1080/13561820.2017.1355296
IS - 1
JF - Journal of interprofessional care
LA - eng
M1 - Journal Article
N2 - The changing healthcare environment and movement toward team-based care are contemporary challenges confronting health professional education. The primary care workforce must be prepared with recent national interprofessional competencies to practice and lead in this changing environment. From 2012 to 2014, the weekly Beth Israel Deaconess Crimson Care Collaborative Student-Faculty Practice collaborated with Northeastern University to develop, implement and evaluate an innovative model that incorporated interprofessional education into primary care practice with the goal of improving student understanding of, and ability to deliver quality, team-based care. In the monthly interprofessional clinic, an educational curriculum empowered students with evidence-based, team-based care principles. Integration of nursing, pharmacy, medicine, and masters of public health students and faculty into direct patient care, provided the opportunity to practice skills. The TeamSTEPPS(R) Teamwork Attitudes Questionnaire was administered pre- and post-intervention to assess its perceived impact. Seventeen students completed the post-intervention survey. Survey data indicated very positive attitudes towards team-based care at baseline. Significant improvements were reported in attitudes towards situation monitoring, limiting personal conflict, administration support and communication. However, small, but statistically significant declines were seen on one team structure and two communication items. Our program provides further evidence for the use of interprofessional training in primary care.
PP - England
PY - 2018
SN - 1469-9567; 1356-1820
SP - 104
EP - 107
EP - 
T1 - Integration of systematic clinical interprofessional training in a student-faculty collaborative primary care practice
T2 - Journal of interprofessional care
TI - Integration of systematic clinical interprofessional training in a student-faculty collaborative primary care practice
U1 - Education & Workforce; Healthcare Disparities; Measures
U2 - 29111826
U3 - 10.1080/13561820.2017.1355296
VL - 32
VO - 1469-9567; 1356-1820
Y1 - 2018
Y2 - Jan
ER -