Application of Interprofessional Education Model to University Pre-Licensure Health Students in the Management of Chronic Care Conditions in Zambia.
Chronic Care Conditions
Interprofessional Collaboration
Interprofessional Education
Multidisciplinary Health Care Teams
Training Modules
Journal
Medical journal of Zambia
ISSN: 0047-651X
Titre abrégé: Med J Zambia
Pays: Zambia
ID NLM: 0251103
Informations de publication
Date de publication:
2022
2022
Historique:
medline:
1
1
2022
pubmed:
1
1
2022
entrez:
28
6
2023
Statut:
ppublish
Résumé
There is evidence that multidisciplinary healthcare teams can provide better quality of care and treatment outcomes compared to that delivered by individuals from a single health discipline. The project on which this article is based applied the interprofessional education model to university pre-licensure health students in the management of chronic care conditions in Zambia. Four distinct but interrelated approaches, namely desk review; module development workshops; review and validation of modules by experts; piloting and review of the training modules were employed. Several models of interprofessional education currently in existence and used successfully by higher education institutions in other settings were identified. While several models of Interprofessional Education were identified, our project adapted the "didactic program, community-based experience, and interprofessional-simulation experience" models. To apply the models, modules of seven chronic care conditions were developed and piloted. The extent to which the module activities promoted interprofessional education were rated between 74 - 87% (agree or strongly agree) by the students. Three models of Interprofessional Education were identified and adapted in the project, and seven modules were developed and administered to the students. The process was effective for putting forth an interprofessional training program at the undergraduate level, with the potential to improve quality of care for patients.
Sections du résumé
Background
UNASSIGNED
There is evidence that multidisciplinary healthcare teams can provide better quality of care and treatment outcomes compared to that delivered by individuals from a single health discipline. The project on which this article is based applied the interprofessional education model to university pre-licensure health students in the management of chronic care conditions in Zambia.
Methods
UNASSIGNED
Four distinct but interrelated approaches, namely desk review; module development workshops; review and validation of modules by experts; piloting and review of the training modules were employed.
Results
UNASSIGNED
Several models of interprofessional education currently in existence and used successfully by higher education institutions in other settings were identified. While several models of Interprofessional Education were identified, our project adapted the "didactic program, community-based experience, and interprofessional-simulation experience" models. To apply the models, modules of seven chronic care conditions were developed and piloted. The extent to which the module activities promoted interprofessional education were rated between 74 - 87% (agree or strongly agree) by the students.
Conclusion
UNASSIGNED
Three models of Interprofessional Education were identified and adapted in the project, and seven modules were developed and administered to the students. The process was effective for putting forth an interprofessional training program at the undergraduate level, with the potential to improve quality of care for patients.
Identifiants
pubmed: 37378261
doi: 10.55320/mjz.49.2.1118
pmc: PMC10299527
mid: NIHMS1891903
doi:
Types de publication
Journal Article
Langues
eng
Pagination
185-197Subventions
Organisme : FIC NIH HHS
ID : R25 TW011219
Pays : United States
Déclaration de conflit d'intérêts
CONFLICT OF INTEREST The authors declare that they have no competing interests.
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