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      KCI등재

      The Benefits and Challenges of Interprofessional Education Assessment for Health Care Professionals

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      https://www.riss.kr/link?id=A104304769

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      다국어 초록 (Multilingual Abstract)

      Interprofessional education (IPE) fosters effective team-based collaborative practice among members of different health care professions to advance high-quality and safe patient care. Although the importance of IPE has been recognized and IPE initiati...

      Interprofessional education (IPE) fosters effective team-based collaborative practice among members of different health care professions to advance high-quality and safe patient care. Although the importance of IPE has been recognized and IPE initiatives have expanded rapidly in the past decades, substantial difficulties in IPE assessment still exist. At present, a lack of consensus on the optimal approach to IPE assessment contributes to uncertainty about the level of attainment of collaborative team performance. This paper aims to provide an overview of the benefits and current challenges associated with IPE assessment. Furthermore, a multifactor model with an assessment matrix and assessment blueprints from a recent study is briefly discussed. We also provide examples of assessment blueprints for the team management of stroke patient discharge covering a competency examination at the levels of individuals, the team, and the task.

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      참고문헌 (Reference)

      1 Barcelo A, "Using collaborative learning to improve diabetes care and outcomes : the VIDA project" 4 (4): 145-153, 2010

      2 Walters SJ, "The measurement of collaboration within healthcare settings : a systematic review of measurement properties of instruments" 14 (14): 138-197, 2016

      3 Dziegielewski S, "The changing face of health care social work:opportunities and challenges for professional practice" Springer Publishing Company 2013

      4 Miller GE, "The assessment of clinical skills/competence/performance" 65 (65): S63-S67, 1990

      5 Strasser DC, "Team training and stroke rehabilitation outcomes : a cluster randomized trial" 89 (89): 10-15, 2008

      6 Raupach T, "Summative assessments are more powerful drivers of student learning than resource intensive teaching formats" 11 : 61-, 2013

      7 Reeves S, "Re-examining the evaluation of interprofessional education for community mental health teams with a different lens : understanding presage, process and product factors" 13 (13): 765-770, 2006

      8 O’Daniel M, "Patient safety and quality: an evidence-based handbook for nurses" Agency for Healthcare Research and Quality 271-284, 2008

      9 Morgan S, "Observation of interprofessional collaborative practice in primary care teams : an integrative literature review" 52 (52): 1217-1230, 2015

      10 Thistlethwaite J, "Introducing the individual Teamwork Observation and Feedback Tool(iTOFT) : development and description of a new interprofessional teamwork measure" 30 (30): 526-528, 2016

      1 Barcelo A, "Using collaborative learning to improve diabetes care and outcomes : the VIDA project" 4 (4): 145-153, 2010

      2 Walters SJ, "The measurement of collaboration within healthcare settings : a systematic review of measurement properties of instruments" 14 (14): 138-197, 2016

      3 Dziegielewski S, "The changing face of health care social work:opportunities and challenges for professional practice" Springer Publishing Company 2013

      4 Miller GE, "The assessment of clinical skills/competence/performance" 65 (65): S63-S67, 1990

      5 Strasser DC, "Team training and stroke rehabilitation outcomes : a cluster randomized trial" 89 (89): 10-15, 2008

      6 Raupach T, "Summative assessments are more powerful drivers of student learning than resource intensive teaching formats" 11 : 61-, 2013

      7 Reeves S, "Re-examining the evaluation of interprofessional education for community mental health teams with a different lens : understanding presage, process and product factors" 13 (13): 765-770, 2006

      8 O’Daniel M, "Patient safety and quality: an evidence-based handbook for nurses" Agency for Healthcare Research and Quality 271-284, 2008

      9 Morgan S, "Observation of interprofessional collaborative practice in primary care teams : an integrative literature review" 52 (52): 1217-1230, 2015

      10 Thistlethwaite J, "Introducing the individual Teamwork Observation and Feedback Tool(iTOFT) : development and description of a new interprofessional teamwork measure" 30 (30): 526-528, 2016

      11 Reeves S, "Interprofessional education: effects on professional practice and healthcare outcomes" (3) : CD002213-, 2013

      12 Thistlethwaite J, "Interprofessional education: a review of context, learning and the research agenda" 46 (46): 58-70, 2012

      13 Thistlethwaite JE, "Interprofessional education : implications and development for medical education" 16 (16): 68-73, 2015

      14 Reeves S, "Interprofessional education : an overview of key developments in the past three decades" 41 (41): 233-245, 2012

      15 Zwarenstein M, "Interprofessional collaboration:effects of practice-based interventions on professional practice and healthcare outcomes" (3) : CD000072-, 2009

      16 Rogers GD, "International consensus statement on the assessment of interprofessional learning outcomes" 39 (39): 347-359, 2017

      17 Page S, "Hierarchies of evidence and hierarchies of education : reflections on a multiprofessional education initiative" 3 (3): 118-128, 2004

      18 World Health Organization, "Framework for action on interprofessional education & collaborative practice" World Health Organization 2010

      19 Symonds I, "Evaluation of a formative interprofessional team objective structured clinical examination(ITOSCE) : a method of shared learning in maternity education" 25 (25): 38-41, 2003

      20 Barr H, "Effective interprofessional education: argument, assumption and evidence" Blackwell Publishing 2008

      21 Curran V, "Development and validation of the interprofessional collaborator assessment rubric (ICAR)" 25 (25): 339-344, 2011

      22 Fye WB, "Caring for the heart: Mayo Clinic and the rise of specialization" Oxford University Press 2015

      23 Simmons B, "Assessment of interprofessional learning: the design of an interprofessional objective structured clinical examination (iOSCE) approach" 25 (25): 73-74, 2011

      24 Simmons B, "Assessment of continuing interprofessional education : lessons learned" 29 (29): 168-171, 2009

      25 Wormald BW, "Assessment drives learning: an unavoidable truth" 2 (2): 199-204, 2009

      26 Simmons BS, "Assessing competence in professional performance across disciplines and professions" Springer International Publishing 237-252, 2016

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      공동연구자 (7)

      유사연구자 (20) 활용도상위20명

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2027 평가예정 재인증평가 신청대상 (재인증)
      2021-01-01 평가 등재학술지 유지 (재인증) KCI등재
      2018-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2015-01-01 평가 등재학술지 선정 (계속평가) KCI등재
      2014-04-08 학회명변경 한글명 : 연세대학교 의과대학 의학교육학과 -> 연세대학교 의과대학
      영문명 : Yonsei University College of Medicine, Dept. of Medical Education -> Yonsei University College of Medicine
      KCI등재후보
      2014-01-09 학술지명변경 외국어명 : 미등록 -> Korean Medical Education Review KCI등재후보
      2013-01-01 평가 등재후보 1차 FAIL (등재후보1차) KCI등재후보
      2012-01-01 평가 등재후보학술지 유지 (기타) KCI등재후보
      2010-01-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 0.29 0.29 0.26
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      0.34 0.32 0.595 0.22
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