title: Impact of a collaborative interprofessional learning experience upon medical and social work students in geriatric health care.
abstract: Interprofessional collaborative practice is increasingly recognized as an essential model in health care. This study lends preliminary support to the notion that medical students (including residents) and social work students develop a broader understanding of one another's roles and contributions to enhancing community-dwelling geriatric patients' health, and develop a more thorough understanding of the inherent complexities and unique aspects of geriatric health care. Wilcoxon Signed Rank Tests of participants' scores on the Index of Interdisciplinary Collaboration (IIC) indicated the training made significant changes to the students' perception of interprofessional collaboration. Qualitative analysis of participants' statements illustrated (1) benefits of the IPE experience, including complementary roles in holistic interventions; and (2) challenges to collaboration. The findings suggest that interprofessional educational experiences have a positive impact upon students' learning and strategies for enhanced care of geriatric patients.
authors.affiliation: Department of Social Work, Binghamton University , Binghamton, NY , USA and.
authors.forename: Paul Robert
authors.initials: PR
authors.lastname: Gould
authors.forename: Youjung
authors.initials: Y
authors.lastname: Lee
authors.forename: Shawn
authors.initials: S
authors.lastname: Berkowitz
authors.forename: Laura
authors.initials: L
authors.lastname: Bronstein
mesh_terms: D003299:Cooperative Behavior; D003479:Curriculum; D005853:Geriatrics / Q000193:education*; D006282:Health Personnel / Q000193:education*; D006801:Humans; D007400:Interprofessional Relations; D010348:Patient Care Team; D018794:Problem-Based Learning; D012947:Social Work / Q000193:education*; D000068217:Social Workers / Q000523:psychology; D013337:Students, Medical / Q000523:psychology
keywords: Collaboration; health and social care; interprofessional education; mixed methods; roles; team-based care