OBJECTIVE: To develop, implement, and evaluate a new interprofessional learning module that focused on asthma health promotion called Taking Action Together for Asthma. DESIGN: Faculty members in medicine, nursing, and pharmacy courses recruited 10 students each to participate in a 3-day interprofessional learning module. Students received extensive materials including a workbook to document their expectations and experience; completed a 1-day interprofessional workshop; received training in the Triple A (Adolescent Asthma Action) program; and went into high schools and taught the Triple A program to students in interprofessional teams. ASSESSMENT: Before and after participating in the module, students completed a questionnaire consisting of 3 previously validated instruments: the Asthma Knowledge for Health Professionals Scale, Attitudes Toward Health Care Teams Scale, and Readiness for Interprofessional Learning Scale (RIPLS). Seventeen students completed both the pre- and post-module scales and significant changes were seen only in means scores for the Attitude Toward Healthcare Teams (81.0 ± 4.7 to 85.2 ± 5.9) and the Teamwork and Collaboration subscale of the RIPLS (41.4 ± 2.7 to 43.2 ± 2.7). CONCLUSION: Health promotion activities offer a viable mechanism for fostering interprofessional learning among health professions students.
OBJECTIVE: To develop, implement, and evaluate a new interprofessional learning module that focused on asthma health promotion called Taking Action Together for Asthma. DESIGN: Faculty members in medicine, nursing, and pharmacy courses recruited 10 students each to participate in a 3-day interprofessional learning module. Students received extensive materials including a workbook to document their expectations and experience; completed a 1-day interprofessional workshop; received training in the Triple A (Adolescent Asthma Action) program; and went into high schools and taught the Triple A program to students in interprofessional teams. ASSESSMENT: Before and after participating in the module, students completed a questionnaire consisting of 3 previously validated instruments: the Asthma Knowledge for Health Professionals Scale, Attitudes Toward Health Care Teams Scale, and Readiness for Interprofessional Learning Scale (RIPLS). Seventeen students completed both the pre- and post-module scales and significant changes were seen only in means scores for the Attitude Toward Healthcare Teams (81.0 ± 4.7 to 85.2 ± 5.9) and the Teamwork and Collaboration subscale of the RIPLS (41.4 ± 2.7 to 43.2 ± 2.7). CONCLUSION: Health promotion activities offer a viable mechanism for fostering interprofessional learning among health professions students.
Entities:
Keywords:
asthma; health professionals; interprofessional learning; teamwork
Authors: Rosanne M Leipzig; Kathryn Hyer; Kirsten Ek; Sylvan Wallenstein; Maria L Vezina; Susan Fairchild; Christine K Cassel; Judith L Howe Journal: J Am Geriatr Soc Date: 2002-06 Impact factor: 5.562
Authors: Rachel D A Havyer; Majken T Wingo; Nneka I Comfere; Darlene R Nelson; Andrew J Halvorsen; Furman S McDonald; Darcy A Reed Journal: J Gen Intern Med Date: 2013-12-11 Impact factor: 5.128