Inter-Professional Teamwork in Medical Education: Diabetes Care as a Case Study Patrick Henn1, Rossana Salerno-Kennedy1, Siun O’Flynn,1 Jennifer Buckley2,

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Presentation transcript:

Inter-Professional Teamwork in Medical Education: Diabetes Care as a Case Study Patrick Henn1, Rossana Salerno-Kennedy1, Siun O’Flynn,1 Jennifer Buckley2, Emily Howarth2, Margaret Humphreys2 1School of Medicine, University College Cork, Ireland; 2Cork University Hospital, Cork, Ireland Background Medical students are expected to work in an interdisciplinary team on graduation. Students in medicine, nursing and other health professions traditionally have little contact with one another in their undergraduate education and little planned collaborative learning experiences designed to promote such relationships. The literature shows that separate training encourages different health professional groups to maintain their independence and autonomy. Changes in patterns of health care delivery and the structure of the Health Service have impacted upon the development of the health professions and have prompted calls for collaboration between professions in health and social care. .1,2,3 Design A lecture on Diabetes Mellitus that included a patient perspective, followed by a joint presentation delivered within the classroom by members of the diabetes multidisciplinary team (a specialist dietician, podiatrist and clinical nurse), on team work and their role in the management of diabetes. Results: the following themes emerged: An insightful view of the role of the multidisciplinary team in the management of the person with diabetes Use of case based studies was very helpful Importance of team work in patient care Importance of communication between team members to deliver effective care Importance of evidence based medicine in patient care Suggestions by students to improve the session Include a patient with diabetes with the multidisciplinary team More hands on experience within the session More similar teaching and learning sessions Aim Explore the feasibility of introducing interdisciplinary education to second year medical students using Diabetes Mellitus as a chronic disease requiring inter-disciplinary management. Evaluate the benefits to students learning by using written free-form feedback. Conclusion The encounter with other professionals in the classroom acts as a powerful driving force for students to reflect on their professionalism and learn how to work in a team. References DeWitt C, Baldwin JR. Territoriality and power in the health professions. Journal of Interprofessional Care, October 2007; 21(S1): 97-107. Singleton JK, Green-Hernandez C. Interdisciplinary Education and Practice: Has Its Time Come? Journal of Nurse-Midwife. Vol. 43, no. January/February 1998. DeWitt C, Baldwin JR, Baldwin MA. Interdisciplinary education and health team training: A model for learning and service. Journal of Interprofessional Care, October 2007; 21(S1): 52-69.