The health care needs of older adults can be complex and multifaceted. Safe, effective, equitable, and person-centered service provision relies on skilled interprofessional, team-based practice. Too often, students seeking a career specializing in gerontology are not exposed to such interprofessional, team-based learning and practice during their coursework. This article details the core interprofessional collaborative competencies that need to be an integral component of any program providing quality education on issues in aging.

Considering Accreditation in Gerontology: The Importance of Interprofessional Collaborative Competencies to Ensure Quality Health Care for Older Adults

This paper investigates the role of virtual reality and web technologies in the field of dietetics education. Within this frame, special emphasis is given on the building of web-based virtual learning environments so as to successfully fulfill their educational objectives. In particular, basic pedagogical methods are studied, focusing mainly on the efficient preparation, approach and presentation of learning content, and specific designing rules are presented considering the hypermedia, virtual and educational nature of this kind of applications. The paper also aims to highlight the educational benefits arising from the use of virtual reality technology in dietetics and study the emerging area of web- based dietetic simulations. Virtual reality simulation allows the visualization of data in three dimensions and provides interactive functionalities that reinforce the feeling of immersion into a computer-generated virtual world. Finally, the innovative virtual reality environment for dietetics education pedagogy and development is demonstrated.

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Virtual Reality Simulation: An Innovative Teaching Tool for Dietetics Experiential Education

Background: In response to current trends in healthcare education, teachers at the Michener Institute for Applied Health Sciences implemented a New Curriculum Model (NCM) in 2006, building a curriculum to better transition students from didactic to clinical education. Through the implementation of interprofessional education and simulated clinical scenarios, educators created a setting to develop, contextualize and apply students' skills before entry to the clinical environment.Aims: In this pilot study, researchers assessed the impact of the NCM intervention on student preparedness for clinical practicum.Methods: A mixed-methods evaluation was conducted, collecting survey assessments and qualitative focus group feedback from clinical educators and students.Results: Clinical educators identified Michener NCM students to be significantly better prepared for clinical practicum when compared to previous cohorts (p < 0.05%). Students also noted significant improvements as implementation issues were resolved f...

Innovations in applied health: evaluating a simulation-enhanced, interprofessional curriculum.

THE FUTURE OF CLINICAL EDUCATION: A DELPHI STUDY WITH ALLIED HEALTH DEANS Barbara D. Romig Rutgers, The State University of New Jersey 2015 Chair: Dr. Julie O’Sullivan Maillet This research used a three-round Delphi technique to attain agreement on the purposes of clinical education, the key opportunities and challenges impacting clinical education, and the future (2018-2023) of clinical education. The Delphi panel consisted of 61 deans whose institution was a 2013 member of the Association of School of Allied Health Professions. Over eight months, from July 2013 to February 2014 and through 3 rounds, the AH deans expressed opinions about clinical education and its future. High agreement was achieved on the purposes of clinical education resulting in a comprehensive definition and goals of clinical education. For each Delphi round, AH dean responses were collected, coded, and analyzed; items were accepted as key factors, re-rated until agreement was achieved, or the study concluded. Agreement was achieved on key factors that could be identified as opportunities (n = 107) or challenges (n = 52) for AH clinical education. The Delphi research supported the clinical education categories identified in the Key Factors Impacting Clinical Education conceptual model (O’Sullivan Maillet & Romig, 2011-2013, p.100). Based on the results, an additional clinical education category of Population Health was added to the model and explicitly added in Clinical Education Models and AH deans.

The future of clinical education: a delphi study with allied health deans

A national (USA) student‐led, case‐based CLinician/Administrator Relationship Improvement OrganizatioN (CLARION) competition focuses students in medical and related healthcare programs on the provision of healthcare that is safe, timely, equitable, patient‐centred, effective and efficient. Students work in four‐person, inter‐professional teams to research and analyse a designated case. They then present their findings and recommendations to a panel of independent judges. Students, with support from their faculty advisors, approach the case as they see fit. Following initial participation in this CLARION competition, an inter‐professional team of students from two universities and their advisory faculty developed a two‐semester, pre‐competition course as a model to facilitate transformation in healthcare education. The course is theoretical, empirical and practical. It has multiple levels of learning and is designed to mentor students, develop faculty, measure learning outcomes and stimulate administrators...

Infusing an inter‐professional and inter‐university perspective into healthcare education

A limited, yet growing, body of research suggests that health care students educated in interdisciplinary teamwork may become more collaborative professionals in the workplace, which, in turn, may foster more productive and satisfied health care professionals. Researchers also have identified lower mortality and morbidity rates, fewer hospitalizations, decreased costs, and improved function by patients among significant health benefits of interdisciplinary teamwork, especially when it is applied to underserved and geriatric populations. Such positive outcomes have prompted medical schools and accreditation boards of many allied health professions to add interdisciplinary education into their training requirements. Meeting these requirements has challenged universities, where there are multiple allied health programs and limited time, faculty, and financial resources to coordinate interdisciplinary education. The challenges have been magnified by insufficient research on the most effective methods to educate university students about interdisciplinary teamwork. This article presents the background, evolution, and key building blocks of one such method: a simulation-based workshop designed at our university over 7 years to educate its allied health students about various health professions through shared learning, interaction, and collaboration.

Building interdisciplinary teamwork among allied health students through live clinical case simulations.

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Building interdisciplinary teamwork among allied health students through live clinical case simulations.