Journal of interprofessional care
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Crises such as pandemics create stresses on the health-care system that often produce innovation and changes in roles and delivery methods. In the current pandemic, and with the interruption of organized sport activities, athletic trainers have moved beyond traditional hierarchies and scopes of practice to roles that fully leverage their knowledge, skills, and abilities. ⋯ The authors also present key questions as the health-care system moves forward through these challenges. In the future, there could be a new paradigm in the health-care system that values athletic trainers on interprofessional teams which focus on health and wellness to improve outcomes for individuals and society.
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Since the World Health Organisation declaration of COVID-19 as a global pandemic in early March 2020, the virus has been linked with serious illness, death, and social disruption around the world. The scope of the outbreak is rapidly evolving and ever changing. Many countries, cities and towns declared major closures and issued shelter-in-place orders. ⋯ It is widely accepted that healthcare education and practice, including interprofessional education and collaborative practice, has been and will continue to be affected in profound ways. However, the severity and extent of the impact is yet to be determined and is likely to vary internationally. The study protocol reported here is a first attempt to systematically capture observations, experiences, and reflections globally with a view to identifying priorities for interprofessional education and collaborative practice research and development in the years to come, as well as inform future pandemic preparedness.
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This report describes an interprofessional rotation for pharmacy and medical students focused on telehealth outreach to patients at high risk for delays in care due to the COVID-19 pandemic. The curriculum was designed around core competencies of interprofessional education. ⋯ Evaluation was conducted via survey and exit interview. All students successfully increased their knowledge of their own and others' professional roles and demonstrated interprofessional communication and collaboration through telehealth.
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COVID-19 restrictions necessitated wholescale conversion of curricula to online learning environments globally. We used a mixed-methods study design to evaluate the conversion of a large foundational interprofessional course, at our university, to an asynchronous online learning environment. A survey was used to gauge if students learned interprofessionally and about interprofessional collaborative practice (IPCP). ⋯ Findings support social context as a main requisite for interprofessional education, and within the context of the COVID-19 pandemic, students were able to heighten their connection to the global interprofessional community. Circumstances surrounding COVID-19 highlight the need for increasing IPCP education. One unforeseen positive that has emerged in spite of this global catastrophe is enhanced student awareness of IPCP and interprofessional comradery as evidenced through student discussions in this course.
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This report describes the Obstetric and Neonatal Simulation (ONE-Sim) workshop run in a remote learning format for medical and midwifery students in an interprofessional setting during the COVID-19 pandemic. It explores the observation of students as participants in the online learning of using Personal Protective Equipment and simulation-based learning of perinatal emergency management. This was followed by their mutual interaction and reflections. ⋯ Formal thematic analysis will be performed as part of the ongoing study; however, initial direct observation demonstrated that students reacted positively to the online ONE-Sim workshop and engaged well with facilitators and peers. Students mutually interacted amongst themselves, shared their previous experiences, knowledge of roles as medical and midwifery practitioners and how they see themselves in those roles in a perinatal emergency setting. The initial observations demonstrate that interprofessional education delivered in an e-learning format can be useful and meaningful, and may be utilized across a number of specialties.