Original publication:

N.B.: When citing this work, cite the original article

N.B.: When citing this work, cite the original article. Original Publication:

Preparation for becoming members of health care teams: findings from a 5-year evaluation of a student interprofessional training war

Does interprofessional education jeopardize medical skills?

Original publication: Tomas Faresjö, Margaretha Wilhelmsson, Staffan Pelling, Lars-Ove Dahlgren and Mats Hammar, Does interprofessional education jeopardize medical skills?, 2008, Journal of Interprofessional Care, (21), 5, 573-576. http://dx.doi.org/10.1080/13561820701412335. Copyright © 2008 Taylor & Francis Group, an informa busines

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How to think about interprofessional competence: A metacognitive model

Different professions meet and work together in teams every day in health and social care. To identify and deliver the best quality of care for the patient, teamwork should be both professionally and interprofessionally competent. How can enhanced education prepare teamworkers to be both professionally and interprofessionally competent? To achieve interprofessional skills and design effective interprofessional curricula, there is a need for metacognitive frameworks focusing on the relationship between theories and the problem-solving process as well as the structure and content of professional competence. The aim of this article is to discuss the need for shared metacognitive structures/models as a tool for securing successful interprofessional learning and developing personal, professional and interprofessional competence to improve the quality of care. A metacognitive model for interprofessional education and practice is presented in this article. This model has been developed as a tool for analyzing professional competence on three levels: individual, team and organization. The model comprises seven basic components of professional competence and the way they are related and interact. Examples of how this metacognitive model can be used in the early, middle and late stages in interprofessional education are given.Funding Agencies|Faculty of Health Sciences at Linkoping University, Sweden|

Texter om PBL – teori, praktik, reflektioner

Centrum för undervisning och lärande (CUL

Preparation for becoming members of health care teams: findings from a 5-year evaluation of a student interprofessional training ward

Setting. An orthopaedic interprofessional training ward manned by students at a University Hospital. less thanbrgreater than less thanbrgreater thanObjective. To assess to what extent students from different undergraduate programmes evaluated the effects of a 2-week rotation at the ward on their professional roles and the value of teamwork within health care. less thanbrgreater than less thanbrgreater thanMethod. A questionnaire was filled in by 841 students by the end of a 2-week rotation at the ward over 5 years. Questions concerned students estimate of how the rotation had strengthened their insight into their own future professional role, into other students professional roles and into the value of teamwork within health care. Differences between the different student categories and possible associations between the different estimates were statistically analysed. less thanbrgreater than less thanbrgreater thanResults. Students from all programmes reported that the rotation at the student ward had dramatically strengthened their insight about their own future professional role as well as the roles of the other professions and the value of teamwork within health care. less thanbrgreater than less thanbrgreater thanConclusion. Health care is a complicated system based on cooperation and professionalism. We suggest that interprofessional training of students from all professions within health care should be a part of their education as a worthwhile preparation for their future professional work and to ensure high-quality health care.Original Publication:Staffan Pelling, Anders Kalén, Mats Hammar and Ola Wahlström, Preparation for becoming members of health care teams: findings from a 5-year evaluation of a student interprofessional training ward, 2011, Journal of Interprofessional Care, (25), 5, 328-332.http://dx.doi.org/10.3109/13561820.2011.578222Copyright: Informa Healthcarehttp://informahealthcare.com