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Outcomes and Benefits of Interprofessional Education |
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| รหัสดีโอไอ | |
| Creator | Chanuttha Ploylearmsang |
| Title | Outcomes and Benefits of Interprofessional Education |
| Contributor | Chayanit Seehanart, Dusita Chaiyatham |
| Publisher | Faculty of Pharmaceutical Sciences KKU MSU UBU |
| Publication Year | 2563 |
| Journal Title | Isan Journal ofPharmaceutical Sciences |
| Journal Vol. | 16 |
| Journal No. | 3 |
| Page no. | 1-14 |
| Keyword | Interprofessional education, Outcome, Benefit, Student, Teacher, Patient |
| URL Website | https://tci-thaijo.org/index.php/IJPS |
| Website title | Isan Journal ofPharmaceutical Sciences, IJPS |
| ISSN | 19050852 |
| Abstract | From The UK Centre for the Advancement of Interprofessional Education (CAIPE) definition in 1973, Interprofessional Education (IPE) occurs when learners from 2 or more professions come to learn about other professions, to learn from other professions and to learn together to achieve the effective collaboration in teamwork and to develop health outcomes for patients or customers. IPE is currently done continuously in more than 42 countries around the world, including Thailand. This study aimed to review about IPE outcomes and benefit by searching from PubMed and Google Search. A total of 13 relevant studies and 1 systematic review showed that every study focused on evaluating student's learning outcome. There were 5 studies that evaluated results for both students and educators. There were only 3 studies that evaluated results for customer/patient and carer. The outcomes of both learners and educators were generally good. After joining IPE, learners gained knowledge more with improved skills and good attitudes towards interprofessional teamwork. The educators were satisfied with the IPE and understood the strengths and weaknesses of each student. These lead to create innovative teaching standards. Currently, it is not quite possible to assess the benefits of the actual IPE, since it is a complicated issue and difficult to prove benefits directly from IPE and requires long-term follow up. Therefore, when evaluating IPE, outcomes should be evaluated in all target groups. IPE benefits could be considered as an indicator to regulate IPE learning into the curriculum. Following the different contexts, each institute is able to adjust IPE teaching methods for their practicability. |
