Facilitating community-based interprofessional education and collaborative practice in a health sciences faculty: student perceptions and experiences

BACKGROUND: Interprofessional education (IPE) aims at facilitating the collaborative practice of healthcare professionals. However, students have varied experiences with IPE and the collaborative practice initiatives implemented by universities. OBJECTIVE: To explore the experiences and perceptions of health science students of an IPE Collaborative practice (IPECP) intervention they had engaged in. METHODS: This qualitative study used two focus group discussions with a conveniently selected group of students who had been part of the intervention. Two researchers who were not part of the intervention conducted the interviews. The audiotaped interviews were analysed using thematic analysis. Ethical clearance for the study was received from the University of the Western Cape. RESULTS: Three main themes emerged from the data: the usefulness of the framework introduced as part of the intervention; engaging in interprofessional groups; and the overall impact of the intervention. The students reported that they needed introduction to the framework earlier for it to be useful. It became apparent that students need to be prepared to work in interprofessional groups. The overall intervention was perceived positively, allowing students to become aware of other students' roles. CONCLUSION: The students experienced a lack of knowledge and therefore struggled with the applications of the International Classification of Functioning Disability and Health as a framework to facilitate IPECP. However, they experienced the IPECP intervention as providing structure to the clinical placements, making it a more positive experience.DHE

A systematic review of the effects of exercise interventions on body composition in HIV+ adults

Over the years, physical activity and exercise have been used to positively impact the health and quality of life of persons infected with HIV and, more recently, has been associated with a spectrum of body composition changes. The aim of this review was to examine the effects of various exercise interventions on body composition in HIV positive adults, using a search strategy of randomized, controlled trials (RCTs). A systematic review was performed by five independent reviewers using a predetermined protocol adapted from previous research for assessing the articles for inclusion, the extracted data, and methodological quality. Eight RCTs involving 430 (26% female) HIV positive adults performing exercise a minimum of thrice weekly for at least six weeks were finally selected: Four were progressive resistance training (PRT) studies, three were aerobic training (AT) studies, and one involved yoga. In the PRT studies, there were significant increases in three anthropometric measures, namely, body mass, sum of skinfolds and sum of limb girths. In the AT studies, significant decreases were found in seven anthropometric measures, namely, body mass index, waist-hip ratio, body mass, triceps skinfold, waist circumference and sum of skinfolds. With yoga, the changes were nonsignificant. Exercise contributes to improved body composition and, when applied safely, appears to be beneficial for adults living with HIV/AIDS. However, these findings should be interpreted cautiously due to the relatively few RCTs published to date. Future studies would benefit from increased attention to sample size, female participants, participant follow-up, complete statistical analysis and intention-to-treat analysis.Scopu

Facilitating community-based interprofessional education and collaborative practice in a health sciences faculty: Student perceptions and experiences

Background. Interprofessional education (IPE) aims at facilitating the collaborative practice of healthcare professionals. However, students have varied experiences with IPE and the collaborative practice initiatives implemented by universities.Objective. To explore the experiences and perceptions of health science students of an IPE Collaborative practice (IPECP) intervention they had engaged in.Methods. This qualitative study used two focus group discussions with a conveniently selected group of students who had been part of the intervention. Two researchers who were not part of the intervention conducted the interviews. The audiotaped interviews were analysed using thematic analysis. Ethical clearance for the study was received from the University of the Western Cape.Results. Three main themes emerged from the data: the usefulness of the framework introduced as part of the intervention; engaging in interprofessional groups; and the overall impact of the intervention. The students reported that they needed introduction to the framework earlier for it to be useful. It became apparent that students need to be prepared to work in interprofessional groups. The overall intervention was perceived positively, allowing students to become aware of other students’ roles.Conclusion. The students experienced a lack of knowledge and therefore struggled with the applications of the International Classification of Functioning Disability and Health as a framework to facilitate IPECP. However, they experienced the IPECP intervention as providing structure to the clinical placements, making it a more positive experience