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Characterize Disease-related Mutants of RAF Family Kinases by Using a Set of Practical and Feasible Methods
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Immersing students in family-centered interprofessional collaborative practice.

Monika Pawłowska1, Lauren Del Rossi1, Mary Kientz1

  • 1School of Health Sciences, Stockton University, Galloway, NJ, USA.

Journal of Interprofessional Care
|May 1, 2019
PubMed
Summary
This summary is machine-generated.

Patient and family feedback in interprofessional education (IPE) aligns with student and observer ratings of collaborative skills. Incorporating patient perspectives enhances the evaluation of interprofessional training effectiveness.

Keywords:
Interprofessional educationearly interventionfamily-centered practiceinterprofessional practicepediatric

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Area of Science:

  • Healthcare Education
  • Interprofessional Practice
  • Pediatric Healthcare

Background:

  • Interprofessional education (IPE) aims to enhance healthcare collaboration for better patient outcomes.
  • Patient and family perspectives are often overlooked in assessing student collaborative skills during IPE.
  • Existing IPE evaluations rarely incorporate direct feedback from patients and families on student performance.

Purpose of the Study:

  • To describe a pediatric IPE activity incorporating family ratings of student collaborative skills.
  • To assess the consistency of family ratings with student self-ratings and independent observer ratings.
  • To explore the impact of family feedback on students' understanding of family-centered care.

Main Methods:

  • Forty interprofessional student teams (physical therapy, occupational therapy, nursing, speech-language pathology) participated.
  • Teams conducted play-based observations of young children and interviewed accompanying parents/caregivers.
  • Families rated students on interprofessional collaborative competencies, compared with student self-ratings and observer ratings.

Main Results:

  • Quantitative data showed consistency across family, student, and observer ratings of collaborative skills.
  • Qualitative data indicated that students developed a better understanding of family-centered care.
  • Family feedback proved to be a valuable metric for evaluating IPE effectiveness.

Conclusions:

  • Patient and family feedback is a reliable measure for assessing interprofessional collaborative competencies in IPE.
  • Integrating patient/family perspectives enriches IPE evaluation and promotes family-centered care training.
  • IPE activities should routinely include patient and family feedback to enhance collaborative practice skills.