Educational/faculty development material
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Interprofessional health education teacher training at the University of Chile
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Mónica Espinoza Barrios, Sandra Oyarzo Torres
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J Educ Eval Health Prof. 2021;18:30. Published online November 15, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.30
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Abstract
PDFSupplementary Material
- The first interprofessional course that included students in the 8 undergraduate health programs at the Faculty of Medicine of the University of Chile was implemented in 2015. For the 700 students, 35 teachers were trained as facilitators. The use of several strategies to train facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal development workshops with experts’ participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience of interprofessional health education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising faculty awareness about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.
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Citations
Citations to this article as recorded by
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International Journal of Health Professions.2023; 10(1): 37. CrossRef
Research article
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The effects of an empathy role-playing program for operating room nursing students in Iran
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Negin Larti, Elaheh Ashouri, Akram Aarabi
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J Educ Eval Health Prof. 2018;15:29. Published online December 13, 2018
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DOI: https://doi.org/10.3352/jeehp.2018.15.29
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27,123
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516
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27
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27
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Abstract
PDFSupplementary Material
- Purpose
The purpose of this study was to investigate the effects of a role-playing training program conducted among operating room nursing students on empathetic communication with patients through measurements of empathy scores.
Methods
This study was carried out among 77 operating room nursing students from the first to the fourth years studying at the School of Nursing and Midwifery of Isfahan University of Medical Sciences in the academic year 2017–2018. The intervention administered to the experimental group included a 12-hour training program on expressing empathy to patients that incorporated roleplaying. The Jefferson Scale of Empathy-Health Profession Student version was completed by the participants before, immediately after, and 1 month after the intervention. A comparative analysis of these 3 time points was conducted.
Results
No significant difference was found in the total pre-intervention mean empathy scores before the intervention between the control group and the experimental group (P= 0.50). However, the total mean empathy scores in the experimental group immediately after and 1 month after the intervention were higher than those in the control group (P< 0.001).
Conclusion
Empathy training through a role-playing technique was effective at improving the empathy scores of operating room nursing students, and this finding also underscores the fact that empathy can be promoted by education. Changing the educational curriculum of operating room nursing students is suggested in order to familiarize them with the concept of empathy in the operating room.
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