An Approach to Integrating Interprofessional Education in Collaborative Mental Health Care

Autor/inn/en	Curran, Vernon; Heath, Olga; Adey, Tanis; Callahan, Terrance; Craig, David; Hearn, Taryn; White, Hubert; Hollett, Ann
Titel	An Approach to Integrating Interprofessional Education in Collaborative Mental Health Care
Quelle	In: Academic Psychiatry, 36 (2012) 2, S.91-95 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-9670
DOI	10.1176/appi.ap.10030045
Schlagwörter	Control Groups; Medical Education; Medical Students; Participant Satisfaction; Mental Health; Experiential Learning; Cooperation; Patients; Trainees; Teamwork; Measurement; Pretests Posttests; Student Attitudes; Faculty; Certification; Scores; Health Services; Teacher Collaboration; Professional Education; Learning Strategies + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Psychohygiene; Experiental learning; Erfahrungsorientiertes Lernen; Co-operation; Kooperation; Patient; Auszubildender; Weibliche Auszubildende; Messverfahren; Schülerverhalten; Academic Staff; Lehrkörper; Abschlusszeugnis; Zertifizierung; Health service; Gesundheitsdienst; Gesundheitswesen; Lehrerkooperation; Berufsausbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Objective: This article describes an evaluation of a curriculum approach to integrating interprofessional education (IPE) in collaborative mental health practice across the pre- to post-licensure continuum of medical education. Methods: A systematic evaluation of IPE activities was conducted, utilizing a combination of evaluation study designs, including: pretest-posttest control group; one-group pre-test-post-test; and one-shot case study. Participant satisfaction, attitudes toward teamwork, and self-reported teamwork abilities were key evaluative outcome measures. Results: IPE in collaborative mental health practice was well received at both the pre- and post-licensure levels. Satisfaction scores were very high, and students, trainees, and practitioners welcomed the opportunity to learn about collaboration in the context of mental health. Medical student satisfaction increased significantly with the introduction of standardized patients (SPs) as an interprofessional learning method. Medical students and faculty reported that experiential learning in practice-based settings is a key component of effective approaches to IPE implementation. At a post-licensure level, practitioners reported significant improvement in attitudes toward interprofessional collaboration in mental health care after participation in IPE. Conclusion: IPE in collaborative mental health is feasible, and mental health settings offer practical and useful learning experiences for students, trainees, and practitioners in interprofessional collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10