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Titolo:
Multiprofessional learning: the attitudes of medical, nursing and pharmacystudents to shared learning
Autore:
Horsburgh, M; Lamdin, R; Williamson, E;
Indirizzi:
Univ Auckland, Fac Med & Hlth Sci, Div Nursing, Auckland 1, New Zealand Univ Auckland Auckland New Zealand 1 iv Nursing, Auckland 1, New Zealand
Titolo Testata:
MEDICAL EDUCATION
fascicolo: 9, volume: 35, anno: 2001,
pagine: 876 - 883
SICI:
0308-0110(200109)35:9<876:MLTAOM>2.0.ZU;2-0
Fonte:
ISI
Lingua:
ENG
Soggetto:
COLLABORATION;
Keywords:
education, medical/methods; education, pharmacy/methods; education; nursing/methods; learning; professional competence; attitude of health personnel; curriculum; questionnaires; New Zealand;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
12
Recensione:
Indirizzi per estratti:
Indirizzo: Horsburgh, M Univ Auckland, Fac Med & Hlth Sci, Div Nursing, Private Bag 92019, Auckland 1, New Zealand Univ Auckland Private Bag 92019 Auckland NewZealand 1 aland
Citazione:
M. Horsburgh et al., "Multiprofessional learning: the attitudes of medical, nursing and pharmacystudents to shared learning", MED EDUC, 35(9), 2001, pp. 876-883

Abstract

Objectives The belief that the effectiveness of patient care will improve through collaboration and teamwork within and between health care teams is providing a focus internationally for 'shared learning' in health professional education. While it may be hard to overcome structural and organizational obstacles to implementing interprofessional learning, negative student attitudes may be most difficult to change. This study has sought to quantifythe attitudes of first-year medical, nursing and pharmacy students' towards interprofessional learning, at course commencement. Design The Readiness for Interprofessional Learning Scale (RIPLS) (University of Liverpool, Department of Health Care Education), was administered tofirst-year medical, nursing and pharmacy students at the University of Auckland. Differences between the three groups were analysed. Setting The Faculty of Medical and Health Sciences, University of Auckland. Results The majority of students reported positive attitudes towards shared learning. The benefits of shared learning, including the acquisition of teamworking skills, were seen to be beneficial to patient care and likely toenhance professional working relationships. However professional groups differed: nursing and pharmacy students indicated more strongly that an outcome of learning together would be more effective teamworking. Medical students were the least sure of their professional role, and considered that theyrequired the acquisition of more knowledge and skills than nursing or pharmacy students. Conclusion Developing effective teamworking skills is an appropriate focusfor first-year health professional students. The timing of learning about the roles of different professionals is yet to be resolved.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 03/07/20 alle ore 01:31:44