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Interprofessional education and distance education: A review and appraisal of the current literature.
McCutcheon, Livia R M; Alzghari, Saeed K; Lee, Young R; Long, William G; Marquez, Robyn.
Afiliación
  • McCutcheon LRM; Wilkes University, Nesbitt College of Pharmacy, Department of Pharmacy Practice, 84 W. South Street, Wilkes-Barre, PA 18766, United States. Electronic address: livia.mccutcheon@wilkes.edu.
  • Alzghari SK; Gulfstream Genomics, LLC, 9301 N. Central Expressway, Suite 335, Dallas, TX 75231, United States. Electronic address: salzghari@gulfdiagnostics.com.
  • Lee YR; Texas Tech University Health Sciences Center School of Pharmacy, Department of Pharmacy Practice, 1718 Pine Street, Abilene, TX 79601, United States. Electronic address: young.lee@ttuhsc.edu.
  • Long WG; Texas Tech University Health Sciences Center School of Pharmacy, Department of Pharmacy Practice, 1718 Pine Street, Abilene, TX 79601, United States. Electronic address: william.g.long@ttuhsc.edu.
  • Marquez R; Texas Tech University Health Sciences Center School of Pharmacy, Office of Technology, 1718 Pine Street, Abilene, TX 79601, United States. Electronic address: robyn.devora@ttuhsc.edu.
Curr Pharm Teach Learn ; 9(4): 729-736, 2017 07.
Article en En | MEDLINE | ID: mdl-29233450
BACKGROUND: Interprofessional education (IPE) is becoming essential for students and healthcare professionals. An evolving approach to implement it is via distance education. Distance education can provide a viable solution to deliver IPE in a variety of settings. METHODS: A literature search on PubMed and Academic Search Complete databases was conducted, revealing 478 articles ranging from the years of 1971-2015. The articles were screened for relevance using the following inclusion criteria: 1) Is this study implementing IPE? 2) Is this study utilizing the instructional delivery method of distance education? 3) Does this study contain students from two or more healthcare professions? RESULTS: Fifteen studies met the inclusion criteria and were systematically analyzed to identify data relevant for this review. Findings from this review provide a description of the teaching methods involved in distance education in promoting IPE and an assessment of the continuing use of distance education to foster IPE. Success varied depending upon on the distance-based instructional model utilized to facilitate IPE. IMPLICATIONS: Incorporating distance education to implement IPE can be an opportunity to develop team collaboration and communication skills among students. Teaching models presented in this review have the potential to be adapted to methods that leverage the power of evolving technology. Further research is needed to understand which distance education instructional delivery models best maximize the IPE experience.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Educación a Distancia / Relaciones Interprofesionales Tipo de estudio: Prognostic_studies / Systematic_reviews Límite: Humans Idioma: En Revista: Curr Pharm Teach Learn Año: 2017 Tipo del documento: Article Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Educación a Distancia / Relaciones Interprofesionales Tipo de estudio: Prognostic_studies / Systematic_reviews Límite: Humans Idioma: En Revista: Curr Pharm Teach Learn Año: 2017 Tipo del documento: Article Pais de publicación: Estados Unidos