Fiona Maree Kent

Patient outcomes from a student-led interprofessional clinic in primary care

A student-led clinic was established to investigate the potential for undergraduate students to deliver primary care to older people recently discharged from acute hospital admission. Patients older than 70 years, recently discharged from hospital to home, were invited to attend an interprofessional student-led outpatient clinic for review of physical, functional and social health needs. Teams of final year students from dietetics, medicine, nursing, occupational therapy, physiotherapy and social work reviewed 25 patients over an eight-week period. Using a standardized screening tool, student teams identified factors affecting health or independence and made referrals for relevant support. Patient perceptions of the consultation, measured with the Patient Experience Questionnaire, indicated that this was a very well-received patient-centered intervention and that the student teams provided useful information and education about self-management strategies.

Interprofessional education in primary health care for entry level students--a systematic literature review

OBJECTIVE This systematic review investigated student learning and patient outcomes associated with interprofessional education in outpatient, primary care clinics. DESIGN Medline, Cinahl and Embase databases were searched to March 2014. A mixed method evaluation framework was applied to investigate the participants, interventions and effects on student learning and patient outcomes. RESULTS 26 studies met the inclusion criteria; 13 were quantitative, predominately pre-post-survey design, 6 qualitative and 7 mixed methods design. Studies most commonly investigated student volunteers from medicine, nursing and allied health working in interprofessional clinics that were established to address gaps in community health care. Students appeared to learn teamwork skills and increase their knowledge of the roles of other disciplines. We found no convincing evidence that participation results in changes in attitudes towards other disciplines compared to single discipline education. We also found insufficient evidence to estimate the effectiveness of patient care delivered by interprofessional student teams in this setting compared to single discipline or no care. CONCLUSIONS Given the logistical challenges associated with coordinating clinic attendance for interprofessional teams, high quality studies are needed to assess the effects of clinics on student learning and patient health outcomes.

Interprofessional student clinics: an economic evaluation of collaborative clinical placement education

Abstract Interprofessional student clinics can be used to create clinical education placements for health professional students in addition to traditional hospital-based placements and present an opportunity to provide interprofessional learning experiences in a clinical context. To date, little consideration has been given in research literature as to whether such clinics are economically viable for a university to run. We conducted an economic evaluation based upon data generated during a pilot of an interprofessional student clinic based in Australia. Cost-minimization analyses of the student clinic as opposed to traditional profession-specific clinical education in hospitals were conducted from university, Commonwealth Government, state government and societal perspectives. Cost data gathered during the pilot study and market prices were used where available, while

Pre-registration interprofessional clinical education in the workplace: a realist review

AUD currency at 2011 values were used. Per student day of clinical education, the student clinic cost an additional

Clinical supervision training across contexts.

289, whereas the state government saved

‘More effort and more time.’ Considerations in the establishment of interprofessional education programs in the workplace

49 and the Commonwealth Government saved

What Should We Teach the Teachers? Identifying the Learning Priorities of Clinical Supervisors.

66. Overall, society paid an additional

Understanding students’ and clinicians’ experiences of informal interprofessional workplace learning: an Australian qualitative study

175 per student day of clinical education using the student clinic as opposed to conventional hospital-based placements, indicating that traditional hospital-based placements are a cost-minimizing approach overall for providing clinical education. Although interprofessional student clinics have reported positive patient and student learning outcomes, further research is required to determine if these benefits can justify the additional cost of this model of education. Considerations for clinic sustainability are proposed.

Exploring the value of interprofessional student-led clinics for chronic disease patients

The inclusion of interprofessional education opportunities in clinical placements for pre‐registration learners has recently been proposed as a strategy to enhance graduates’ skills in collaborative practice.

Creating a Collaborative Care Curriculum Framework

Clinicians require specific skills to teach or supervise students in the workplace; however, there are barriers to accessing faculty member development, such as time, cost and suitability. The Clinical Supervision Support Across Contexts (ClinSSAC) programme was designed to provide accessible interprofessional educator training to clinical supervisors across a wide range of clinical settings.