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Interdisciplinary Care: The Health Care Team-I01:21

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Acute Kidney Injury (AKI) requires a collaborative healthcare approach to restore renal function and prevent complications. Essential management strategies involve monitoring fluid and electrolyte balance, adjusting medications, initiating dialysis when necessary, and providing nutritional support.Fluid and Electrolyte ManagementFluid Monitoring: Regularly monitoring body weight, central venous pressure, and urine output helps detect fluid imbalances early. Patient intake and output are...
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Chronic kidney disease (CKD) requires collaborative and comprehensive management. CKD progresses through stages and can lead to end-stage kidney disease (ESKD) if untreated. Interprofessional collaboration and patient education are crucial, enabling patients to manage their health and improve their quality of life.Diagnostic approach for chronic kidney diseaseThe diagnosis of CKD primarily focuses on the glomerular filtration rate (GFR), which assesses kidney function by measuring how well...
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Transformative learning in an interprofessional student-run clinic: a qualitative study.

Enoch Ng1, Tina Hu1, Nancy McNaughton2,3,4,5

  • 1Faculty of Medicine, University of Toronto, Toronto, Canada.

Journal of Interprofessional Care
|September 23, 2020
PubMed
Summary
This summary is machine-generated.

Volunteering at student-run free clinics enhances health profession students' self-awareness and clinical practice. Authentic patient interactions in interprofessional teams foster transformative learning and a patient-centered approach.

Keywords:
Student-run clinichealth services researchinterprofessional educationtransformative learning

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Area of Science:

  • Medical Education
  • Public Health
  • Sociology

Background:

  • Student-run free clinics offer valuable clinical experience for health professions students.
  • These settings provide exposure to marginalized populations and interprofessional collaboration.
  • Limited research exists on the specific learning outcomes for student volunteers.

Purpose of the Study:

  • To explore attitude and practice shifts in students volunteering at an interprofessional student-run free clinic.
  • To understand the factors facilitating these changes through the lens of transformative learning theory.

Main Methods:

  • Qualitative analysis of semi-structured reflective focus group transcripts.
  • Exploratory thematic analysis guided by transformative learning theory.
  • Focus on volunteers' reported experiences at a Toronto-based clinic.

Main Results:

  • Reported attitude shifts included increased self-awareness, recognition of systemic issues, and feeling of meaningful contribution.
  • Observed practice shifts involved individualized patient care and greater interprofessional team comfort.
  • Facilitators included authentic interactions with marginalized populations and a patient-centered, interprofessional approach.

Conclusions:

  • Interprofessional student-run free clinics effectively promote transformative learning in health professions students.
  • Guided reflection is key to leveraging these experiences for significant attitude and practice development.
  • These clinics are vital for cultivating compassionate, aware, and collaborative future healthcare professionals.