Interprofessional Education: Current State in Psychology Training.
Healthcare professionals
Immersive learning
Interprofessional collaborative practice
Interprofessional education
Professional identity formation
Transformative learning
Journal
Journal of clinical psychology in medical settings
ISSN: 1573-3572
Titre abrégé: J Clin Psychol Med Settings
Pays: United States
ID NLM: 9435680
Informations de publication
Date de publication:
03 2022
03 2022
Historique:
accepted:
25
01
2021
pubmed:
11
3
2021
medline:
6
5
2022
entrez:
10
3
2021
Statut:
ppublish
Résumé
Healthcare reform has led to the consideration of interprofessional team-based, collaborative care as a way to provide comprehensive, high-quality care to patients and families. Interprofessional education is the mechanism by which the next generation health professional workforce is preparing for the future of health care-team-based, collaborative care. This literature review explored the extent and content of published studies documenting Interprofessional Education (IPE) activities with psychology trainees across learner level. A systematic review following PRISMA guidelines was conducted of studies describing IPE involving psychology learners. Electronic databases (MEDLINE, CINAHL, PsychINFO, and EMBASE) were searched for the following terms: inter/multi-professional education/practice, inter/multidisciplinary education/practice, and psychology/psychologists. Thirty-seven articles were identified that included psychology in clinical outcome studies or other reviews of interprofessional education initiatives. The review addresses the nature of current IPE learning activities, the impact of IPE activities on participating trainees, opportunities for, and challenges of, involving psychology trainees in IPE, and future directions for research. This review illuminates the relative paucity of the literature about IPE in psychology training. Given the trend toward increasing team-based collaborative care, the limited inclusion of psychology in the IPE literature is concerning. The next generation of health professional trainees is learning about, from, and with each other with the objective of building collaboration and teamwork. Given the few articles documenting psychology trainees' involvement in IPE, future health professionals quite possibly will have limited understanding of, and contact with, psychologists. Our findings are a call to action for greater psychology involvement in IPE.
Identifiants
pubmed: 33689102
doi: 10.1007/s10880-021-09765-5
pii: 10.1007/s10880-021-09765-5
doi:
Types de publication
Journal Article
Systematic Review
Langues
eng
Sous-ensembles de citation
IM
Pagination
20-30Commentaires et corrections
Type : CommentIn
Informations de copyright
© 2021. The Author(s), under exclusive licence to Springer Science+Business Media, LLC part of Springer Nature.
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