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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
Interdisciplinary Care: The Health Care Team-I01:21

Interdisciplinary Care: The Health Care Team-I

An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
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Interdisciplinary Care: The Health Care Team-II01:18

Interdisciplinary Care: The Health Care Team-II

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Peripheral Artery Disease III: Interprofessional Care01:27

Peripheral Artery Disease III: Interprofessional Care

Peripheral Artery Disease (PAD) is characterized by narrowed arteries that diminish blood flow to the extremities. Effective management of PAD requires an interprofessional approach involving various healthcare professionals. The critical aspects of interprofessional care for PAD patients focus on risk factor modification, drug therapy, exercise therapy, nutrition therapy, critical limb ischemia care, and interventional radiology and surgical procedures.The primary treatment goal for PAD...
Coronary Artery Disease V: Interprofessional Care01:27

Coronary Artery Disease V: Interprofessional Care

Interprofessional care for coronary artery disease includes pharmacological therapy and revascularization procedures.Pharmacological therapy for Coronary Artery Disease (CAD) aims to manage symptoms, prevent complications, and improve patient outcomes through various classes of medications:Antiplatelet Agents:Aspirin and Clopidogrel: These medications inhibit platelet aggregation, preventing blood clots, which is crucial for avoiding heart attacks and strokes. Doctors often prescribe these...
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Updated: May 12, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Integrating interprofessional education in community-based learning activities: case study.

Somaya Hosny1, Mohamed H Kamel, Yasser El-Wazir

  • 1Faculty of Medicine, Suez Canal University, Ismailia 41522, Egypt. somaya@hotmail.com

Medical Teacher
|April 16, 2013
PubMed
Summary
This summary is machine-generated.

Community-based education at Suez Canal University provides satisfactory interprofessional education (IPE) outcomes. Enhancing IPE requires developing specific modules and improving coordination between health profession education institutes for better patient care.

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Last Updated: May 12, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Medical Education
  • Interprofessional Healthcare
  • Community-Based Learning

Background:

  • Faculty of Medicine/Suez Canal University (FOM/SCU) students engage in community-based education (CBE) within primary care settings.
  • Current CBE lacks planned curricular interaction between students of different health professions.
  • Challenges include coordinating CBE programs and overcoming attitudinal barriers between professions.

Purpose of the Study:

  • To assess the alignment of CBE activities with Interprofessional Education (IPE) requirements.
  • To evaluate graduates' perceptions of IPE effectiveness.
  • To propose recommendations for enhancing IPE within CBE.

Main Methods:

  • Review of existing community-based education activities.
  • Survey or interviews with graduates regarding their Interprofessional Education experiences.
  • Analysis of graduate feedback to identify areas for improvement.

Main Results:

  • Graduates reported satisfactory overall outcomes from their Interprofessional Education experiences.
  • Physicians trained through this program are perceived as familiar with other professions' roles and capable of synergistic teamwork.
  • Identified need for either a dedicated IPE module or integration of specific IPE objectives into current modules.

Conclusions:

  • Interprofessional Education within FOM/SCU's CBE program yields positive graduate outcomes regarding interprofessional collaboration.
  • Further development of specific IPE modules and enhanced coordination with other health profession education institutes are recommended.
  • Optimizing IPE requires a structured approach and stronger inter-institutional collaboration for improved patient care.