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Related Experiment Video

Updated: May 26, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Interprofessional education in practice.

Sundari Joseph¹, Lesley Diack, Fiona Garton

¹Robert Gordon University, Aberdeen, UK. s.joseph@rgu.ac.uk

The Clinical Teacher

|January 10, 2012

Summary

This summary is machine-generated.

Interprofessional education (IPE) in clinical settings positively impacts health and social care students' attitudes towards teamwork. Practice-based IPE effectively prepares students for collaborative professional practice.

Related Experiment Videos

Last Updated: May 26, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

Health Professions Education
Interprofessional Learning
Collaborative Practice

Background:

Undergraduate interprofessional education (IPE) aims to reduce professional barriers in health and social care.
An established IPE program in Aberdeen since 2003 recommended expanding to practice-based learning.
Previous steering groups reported to the Scottish Government on IPE initiatives.

Purpose of the Study:

To evaluate attitudinal changes in students participating in practice-based interprofessional education.
To assess the effectiveness of IPE in clinical settings.
To determine if IPE in practice enhances readiness for interprofessional collaboration.

Main Methods:

Replicated previous study methodology for consistency.
Implemented pilot IPE activities in small groups within theatre and primary care settings.
Utilized adult learning and patient-centered approaches in activity design.

Main Results:

Thirty-eight students (medicine, nursing, pharmacy) participated.
Readiness for Interprofessional Learning Scale (RIPLS) showed strong agreement (14/19 questions) post-activity.
IPE activities positively influenced students' perceptions of interprofessional working.

Conclusions:

IPE in clinical practice is effective without requiring large classroom settings.
The study successfully met aims and learning outcomes for students.
Further longitudinal studies are needed to confirm sustained interprofessional competencies in the future workforce.