Use of Interprofessional Education Module (IPE) for Postgraduate Training-an Innovative T-L Method for Collaborative Lea
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ORIGINAL ARTICLE
Use of Interprofessional Education Module (IPE) for Postgraduate Training-an Innovative T-L Method for Collaborative Learning Varsha Sunil Manekar1
Received: 25 March 2020 / Accepted: 24 October 2020 Ó The Association of Oral and Maxillofacial Surgeons of India 2020
Abstract Introduction The postgraduates (PGs) training of maxillofacial surgery today needs an innovative teaching method. This is especially for increasing scope of the speciality, the need of speciality to team up with other medical specialities and gaining the surgical competency immediately after training. Interprofessional education (IPE) is one additional teaching method. It is an important pedagogical approach for preparing health professions students to provide patient care in a collaborative team environment. Aim To assess improvement of resident’s knowledge of and attitude towards the multidisciplinary approach to facial trauma management using Interprofessional Education module (IPE) Objectives 1. To assess gain in knowledge of residents and 2. To assess the change in attitude of residents. Method A prospective interventional study with 30 postgraduates participants from three disciplines underwent the IPE module planned. The assessment was done by MCQ pre- & post-questionnaire and structured viva voce for knowledge gain. For change in attitude, the attitude towards healthcare teams (ATHCT) questionnaire (prepost) was used. The descriptive statistics was used. Conclusion IPE module is an effective clinical and service-based quality improvement education mode for postgraduates. There is definite gain in knowledge and improvement in attitude of residents.
& Varsha Sunil Manekar [email protected] 1
Oral & Maxillofacial Surgery, Government Dental College & Hospital, Nagpur, India
Keywords Interprofessional education (IPE) Collaborative learning Maxillofacial surgery Facial trauma SVVE
Manuscript The postgraduate (PGs) training in maxillofacial surgery today needs an innovative teaching method. This is especially for increasing scope of the speciality, the need to team up with other medical specialities and gain the surgical competency immediately after training. Changes in education methodology are required for improving the knowledge, skills and attitudes in managing patients and taking up professional responsibilities during postgraduate training. The competencies for a maxillofacial surgeon overlap with other specialities like general surgery, plastic surgery, otolaryngology, ophthalmology for management of oral cancer, maxillofacial cleft, sleep apnoea and trauma. At present, the training for maxillofacial surgery is in isolation. They do not learn with or alongside other professional groups. While the uni-professional context is an important arena in which learners develop knowledge, skills and behaviours relating to their own speciality, it does not train them for working with other specialities. Since there is an overlap of competencies with other specialities, there is need of an additional teachin
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