TY - JOUR
T1 - Healthcare students’ perceptions of a simulated interprofessional consultation in an outpatient clinic
AU - Pitout, Susara Johanna Susanna
AU - Human, Anri
AU - Treadwell, Ina
AU - Sobantu, Ntombenkosi Appears
N1 - Publisher Copyright:
© 2014 Taylor & Francis.
Copyright:
Copyright 2016 Elsevier B.V., All rights reserved.
PY - 2016/5/3
Y1 - 2016/5/3
N2 - © 2014 Taylor & Francis. Newly graduated healthcare workers should appreciate the importance of teamwork and each profession’s unique role in a multi-disciplinary team. At Medunsa, an institution for higher education of healthcare professionals, each profession’s teaching occurs independently. This study explores the perceptions of healthcare students and their facilitators of a simulated interprofessional consultation. Eighty-two senior medical, occupational therapy and physiotherapy students participated in a simulated event over three separate sessions. A multi-disciplinary team comprising one representative per profession conducted the consultation, while the other students observed. Facilitators initiated reflection at the end of each session. Participants gained an understanding of the multi-disciplinary team’s functioning, the importance of professional skills and behaviour. The facilitators learnt how to improve on the simulation scenario and their facilitation skills. The introduction of interprofessional education events, where important skills and role clarification can be experienced in a non-threatening way, can benefit students and facilitators alike.
AB - © 2014 Taylor & Francis. Newly graduated healthcare workers should appreciate the importance of teamwork and each profession’s unique role in a multi-disciplinary team. At Medunsa, an institution for higher education of healthcare professionals, each profession’s teaching occurs independently. This study explores the perceptions of healthcare students and their facilitators of a simulated interprofessional consultation. Eighty-two senior medical, occupational therapy and physiotherapy students participated in a simulated event over three separate sessions. A multi-disciplinary team comprising one representative per profession conducted the consultation, while the other students observed. Facilitators initiated reflection at the end of each session. Participants gained an understanding of the multi-disciplinary team’s functioning, the importance of professional skills and behaviour. The facilitators learnt how to improve on the simulation scenario and their facilitation skills. The introduction of interprofessional education events, where important skills and role clarification can be experienced in a non-threatening way, can benefit students and facilitators alike.
KW - healthcare students
KW - interprofessional education
KW - multi-disciplinary teamwork
KW - simulation
UR - http://www.scopus.com/inward/record.url?scp=84919882860&partnerID=8YFLogxK
U2 - 10.1080/14703297.2014.993417
DO - 10.1080/14703297.2014.993417
M3 - Article
SN - 1470-3297
VL - 53
SP - 338
EP - 348
JO - Innovations in Education and Teaching International
JF - Innovations in Education and Teaching International
IS - 3
ER -