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    Interprofessional education in the internal medicine clerkship: results from a national survey

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    Authors
    Liston, Beth W.
    Fischer, Melissa A.
    Way, David P.
    Torre, Dario
    Papp, Klara K.
    UMass Chan Affiliations
    Office of Educational Affairs
    Meyers Primary Care Institute
    Document Type
    Journal Article
    Publication Date
    2011-07-28
    Keywords
    *Attitude of Health Personnel
    Canada
    Clinical Clerkship
    Curriculum
    Health Care Surveys
    Humans
    Internal Medicine
    *Interprofessional Relations
    Questionnaires
    Schools, Medical
    Students, Medical
    United States
    Health Services Research
    Primary Care
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    Link to Full Text
    http://dx.doi.org/10.1097/ACM.0b013e31821d699b
    Abstract
    PURPOSE: Growing data support interprofessional teams as an important part of medical education. This study describes attitudes, barriers, and practices regarding interprofessional education (IPE) in internal medicine (IM) clerkships in the United States and Canada. METHOD: In 2009, a section on IPE was included on the Clerkship Directors in Internal Medicine annual survey. This section contained 23 multiple-choice questions exploring both core and subinternship experiences. Data were analyzed using descriptive statistics and Rasch analysis. RESULTS: Sixty-nine of 107 institutional members responded to the survey (64% response rate). Approximately 68% of responding clerkship directors believed that IPE is important to the practice of IM. However, only 57% believed that it should become a part of the undergraduate clinical curriculum. The three most significant barriers to IPE in the IM clerkship were scheduling alignment, time in the existing curriculum, and resources in time and money. Although more than half of respondents felt IPE should be included in the clinical curriculum, 81% indicated that there was no formal curriculum on IPE in their core IM clerkship, and 84% indicated that there was no formal curriculum during IM subinternship rotations at their institution. CONCLUSIONS: There is limited penetration of IPE into one of the foundational clinical training episodes for medical students in Liaison Committee for Medical Education-accredited schools. This may be related to misperceptions of the relative value of these experiences and limitations of curricular time. Learning in and from successful models of interprofessional teams in clinical practice may help overcome these barriers.
    Source
    Acad Med. 2011 Jul;86(7):872-6. Link to article on publisher's site
    DOI
    10.1097/ACM.0b013e31821d699b
    Permanent Link to this Item
    http://hdl.handle.net/20.500.14038/36895
    PubMed ID
    21617514
    Related Resources
    Link to Article in PubMed
    ae974a485f413a2113503eed53cd6c53
    10.1097/ACM.0b013e31821d699b
    Scopus Count
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