Faculty attitudes about interprofessional education
Medical Education Online, ISSN: 1087-2981, Vol: 21, Issue: 1, Page: 32065
2016
- 21Citations
- 82Captures
- 1Mentions
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations21
- Citation Indexes21
- 21
- CrossRef11
- Captures82
- Readers82
- 82
- Mentions1
- News Mentions1
- News1
Most Recent News
Interprofessional Education for Group Processes in Mental/Behavioral Health
ABSTRACT As health care organizations, accrediting bodies, and research support and promote interprofessional approaches for treatment programs, an introduction to interprofessional education and practice should
Article Description
Background: Interprofessional education (IPE) is an important component to training health care professionals. Research is limited in exploring the attitudes that faculty hold regarding IPE and what barriers they perceive to participating in IPE. The purpose of this study was to identify faculty attitudes about IPE and to identify barriers to participating in campus-wide IPE activities. Methods: A locally used questionnaire called the Nebraska Interprofessional Education Attitudes Scale (NIPEAS) was used to assess attitudes related to interprofessional collaboration. Questions regarding perceived barriers were included at the end of the questionnaire. Descriptive and non-parametric statistics were used to analyze the results in aggregate as well as by college. In addition, open-ended questions were analyzed using an immersion/crystallization framework to identify themes. Results: The results showed that faculty had positive attitudes of IPE, indicating that is not a barrier to participating in IPE activities. Most common barriers to participation were scheduling conflicts (x=19.17, p=0.001), lackof department support (x=10.09, p=0.039), and lackof awareness of events (x=26.38, p=0.000). Narrative comments corroborated that scheduling conflicts are an issue because of other priorities. Thosewho commented also added to the list of barriers, including relevance of the activities, location, and prior negative experiences. Discussion: With faculty attitudes being positive, the exploration of faculty's perceived barriers to IPE was considered even more important. Identifying these barriers will allow us to modify our IPE activities from large, campus-wide events to smaller activities that are longitudinal in nature, embedded within current curriculum and involving more authentic experiences.
Bibliographic Details
Informa UK Limited
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