Occupational therapy and physiotherapy students’ communicative and collaborative learning in an interprofessional virtual setting

References

• Reeves S, Fletcher S, Barr H, et al. A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Med Teach. 2016;38:656–668.
   PubMed Web of Science ®Google Scholar
• CAIPE. Centre for the advancement of interprfessional education. 2002. Available from: http://caipe.org.uk/about-us/defining-ipe/.
   Google Scholar
• Ponzer S, Faresjo T, Mogensen E. [Future care requires interprofessional cooperation]. Lakartidningen. 2009;106:929–931.
   PubMedGoogle Scholar
• Barr H, Ford F, Gray R, et al. Interprofessional education guidelines. London: Centre for the Advancement of Interprofessional Education (CAIPE); 2017.
   Google Scholar
• Liaw SY, Zhou WT, Lau TC, et al. An interprofessional communication training using simulation to enhance safe care for a deteriorating patient. Nurse Educ Today. 2014;34:259–264.
   PubMed Web of Science ®Google Scholar
• Solomon P, Salfi J. Evaluation of an interprofessional education communication skills initiative. Educ Health (Abingdon). 2011;24:616.
   PubMedGoogle Scholar
• van Rijssen H, Schellart A, Anema J, et al. A theoretical framework to describe communication processes during medical disability assessment interviews. BMC Public Health. 2009;9:375.
   PubMed Web of Science ®Google Scholar
• Lumma-Sellenthin A. Learning professional skills and attitudes. Medical students’ attitudes towards communication skills and group learning. Linköping: Linköpings Univeristy; 2013.
   Google Scholar
• Denniston C, Molloy E, Nestel D, et al. Learning outcomes for communication skills across the health professions: a systematic literature review and qualitative synthesis. BMJ Open. 2017;7:e014570.
   PubMed Web of Science ®Google Scholar
• Nugus P, Greenfield D, Travaglia J, et al. How and where clinicians exercise power: interprofessional relations in health care. Soc Sci Med. 2010;71:898–909.
   PubMed Web of Science ®Google Scholar
• Schoop M. An empirical study of multidisciplinary communication in healthcare using a language-action perspective. Germany: Department of Computer Science, Informatik V – Information Systems, Aachen University of Technology; 1999. p. 59–72.
   Google Scholar
• Reeves S, Perrier L, Goldman J, et al. Interprofessional education: effects on professional practice and healthcare outcomes (update). Cochrane Database Syst Rev. 2013;(3):CD002213.
   PubMed Web of Science ®Google Scholar
• Busari JO, Moll FM, Duits AJ. Understanding the impact of interprofessional collaboration on the quality of care: a case report from a small-scale resource limited health care environment. JMDH. 2017;10:227–234.
   Google Scholar
• Norgaard B, Draborg E, Vestergaard E, et al. Interprofessional clinical training improves self-efficacy of health care students. Med Teach. 2013;35:e1235–e1242.
   PubMed Web of Science ®Google Scholar
• Steinert Y. Learning together to teach together: interprofessional education and faculty development. J Interprof Care. 2005;19:60–75.
   PubMedGoogle Scholar
• Aguilar A, Stupans I, Scutter S, et al. Exploring how Australian occupational therapists and physiotherapists understand each other’s professional values: implications for interprofessional education and practice. J Interprof Care. 2014;28:15–22.
   PubMed Web of Science ®Google Scholar
• Green BN, Johnson CD. Interprofessional collaboration in research, education, and clinical practice: working together for a better future. J Chiropr Educ. 2015;29:1–10.
   PubMed Web of Science ®Google Scholar
• Morris C, Blaney D, editors. Work-based learning. Oxford: Wiley-Blackwell; 2010.
   Google Scholar
• Reeves S, Lewin S, Espin S, et al., editors. Interprofessional teamwork for health and social care. Ames (Iowa): CAIPE.Wiley-Blackwell publishing Ltd; 2010.
   Google Scholar
• Suter E, Arndt J, Arthur N, et al. Role understanding and effective communication as core competencies for collaborative practice. J Interprof Care. 2009;23:41–51.
   PubMed Web of Science ®Google Scholar
• Chen A, Arms T, Jnes B, et al. editors. Interprofessional education in the clinical setting. New York: Springer Publishing Company; 2018.
   Google Scholar
• Barnsteiner J, Disch J, Hall L, et al. Promoting interprofessional education. Nursing Outlook. 2007;55:144–150.
   PubMed Web of Science ®Google Scholar
• Lumague M, Morgan A, Mak D, et al. Interprofessional education: the student perspective. J Interprof Care. 2006;20:246–253.
   PubMedGoogle Scholar
• Silverman J, Kurtz S, Draper J. Skills for communiation with patients. Vol. 3. 3rd ed. London (UK): Radcliffe Publishing Ltd; 2013.
   Google Scholar
• Russell K, Williamson S, Hobson A. The art of clinical supervision: the traffic light system for the delegation of care. Aust J Adv Nurs. 2017;35:33–39.
   Web of Science ®Google Scholar
• Miller WR, Rollnick S. Motivational interviewing third edition helping people change. Lettland: Guilford Press; 2012.
   Google Scholar
• Tamura-Lis W. Teach-Back for quality education and patient safety. UNJ. 2013;2013:267–271.
   Google Scholar
• Ferreira PH, Ferreira ML, Maher CG, et al. The therapeutic alliance between clinicians and patients predicts outcome in chronic low back pain. Phys Ther. 2013;93:470–478.
   PubMed Web of Science ®Google Scholar
• Fossum B. Communication in the health services: two examples. Stockholm: Institutionen för Folkhälsovetenskap; 2003.
   Google Scholar
• Baptiste S, Solomon P, editors. Developing communication skills. 2nd ed. Berlin, Heidelberg: Springer; 2010.
   Google Scholar
• Shoemaker M, Platko C, Cleghorn S, et al. Virtual patient care: an interprofessional education approach for physician assistant, physical therapy and occupational therapy students. J Interprof Care. 2014;28:365–367.
   PubMed Web of Science ®Google Scholar
• Shoemaker M, de Voest M, Booth A, et al. A virtual patient educational activity to improve interprofessional competencies: a randomized trial. J Interprof Care. 2015;29:395–397.
   PubMed Web of Science ®Google Scholar
• Ajjawi R, Higgs J. Core components of communication of clinical reasoning: a qualitative study with experienced Australian physiotherapists. Adv Health Sci Educ. 2012;17:107–119.
   PubMed Web of Science ®Google Scholar
• Hiller A, Delany C, editors. Communication in physiotherapy: challenging established theoretical approaches. Oslo (Norway): Nordic Open Access Scholarly Publishing (NOASP); 2018.
   Google Scholar
• Joynes V. Defining and understanding the relationship between professional identity and interprofessional responsibility: implications for educating health and social care students. Adv in Health Sci Educ. 2018;23:133–149.
   PubMed Web of Science ®Google Scholar
• Cook D, Triola M. Virtual patients: a critical literature review and proposed next steps. Med Educ. 2009;43:303–311.
   PubMed Web of Science ®Google Scholar
• Walkup N, Wishner C, Gardner A, editors. Simulation in clincal education. New York: Springer Publishing Company; 2018.
   Google Scholar
• van Soeren M, Devlin-Cop S, Macmillan K, et al. Simulated interprofessional education: an analysis of teaching and learning processes. J Interprof Care. 2011;25:434–440.
   PubMed Web of Science ®Google Scholar
• Salminen H, Zary N, Bjorklund K, et al. Virtual patients in primary care: developing a reusable model that fosters reflective practice and clinical reasoning. J Med Internet Res. 2014;16:e3.
   PubMed Web of Science ®Google Scholar
• Björklund K. Using the virtual patient model developed at Centre for Family Medicine for creating interprofessional dialogue in learning between occupational therapy and physiotherapist students. Stockholm: Department of Learning, Information, management and Ethic (LIME), Karolinska Institutet; 2013.
   Google Scholar
• Leanderson C, Björklund K, Nabil Z. Students as producers of virtual patients: exposing the expert knowledge through a virtual patient blueprint. The Association for Medical Education in Europe. Milano: AMEE; E-poster, 9II2; 30 August–3 September, 2014.
   Google Scholar
• Graneheim U, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ Today. 2004;24:105–112.
   PubMed Web of Science ®Google Scholar
• Fairclough N. Analysing discourse. In: Textual analysis for social reserach. Oxon: Psychology Press; 2003.
   Google Scholar
• Creswell W. Qualitative inquiry & reseach design: choosing among five approaches. 3rd ed. Singapore: Sage Publications Ltd.; 2013.
   Google Scholar
• Guba E, Lincoln Y. Competing paradigms in qualitative research. Thousand Oaks (CA): Sage; 1994.
   Google Scholar
• Hodges B, Kuper A, Reeves S. Discourse analysis. BMJ. 2008;337:a879–a879.
   PubMed Web of Science ®Google Scholar
• Oandasan I, Reeves S. Key elements for interprofessional education. Part 1: the learner, the educator and the learning context. J Interprof Care. 2005;19(sup1):21–38.
   PubMedGoogle Scholar
• Silén C, Uhlin L. Self-directed learning - a learning issue for students and faculty! Teach High Educ. 2008;13:461–475.
   Web of Science ®Google Scholar
• Parry R, Brown K. Teaching and learning communication skills in physiotherapy. Physiotherapy. 2009;95:294–301.
   PubMed Web of Science ®Google Scholar
• Silén C. editor. Lärande inom verksamhetsförlagd utbilidning, VFU. Lund: Studentlitteratur AB.; 2013.
   Google Scholar
• Cohn K. Developing effective communication skills. J Oncol Pract. 2007;3:314–317.
   PubMedGoogle Scholar
• Lingard L. The rhetorical ‘turn’ in medical education: what have we learned and where are we going? Adv Health Sci Educ Theory Pract. 2007;12:121–133.
   PubMed Web of Science ®Google Scholar
• Plack M. The development of communication skills, interpersonal skills, and a professional identity within a community of practice. J Phys Ther Educ. 2006;20:37–46.
   Google Scholar
• Jakobsen F, Hansen TB, Eika B. Knowing more about the other professions clarified my own profession. J Interprof Care. 2011;25:441–446.
   PubMed Web of Science ®Google Scholar
• Mellor R, Cottrell N, Moran M. “Just working in a team was a great experience…” - student perspectives on the learning experiences of an interprofessional education program. J Interprof Care. 2013;27:292–297.
   PubMed Web of Science ®Google Scholar
• Smith LM, Keiser M, Turkelson C, et al. Simulated interprofessional education discharge planning meeting to improve skills necessary for effective interprofessional practice. Prof Case Manage. 2018;23:75–83.
   PubMed Web of Science ®Google Scholar
• Fox S. Communication and interprofessional collaborative practice: collective sensemaking work school of communication faculty of communication, art, and technology. Dissertation submitted in partial fulfillment of the requirements for the degree of doctor of philosophy. British Columbia, Canada: School of Communication Faculty of Communication, Art, and Technology, Simon Fraser University; 2015.
   Google Scholar