Marion Sommers-Spijkerman, Teuntje R Elfrink, Constance H C Drossaert, Karlein M G Schreurs, Ernst T Bohlmeijer
Exploring compassionate attributes and skills among individuals participating in compassion-focused therapy for enhancing well-being
Psychology and psychotherapy
interprofessional collaboration seen indispensable prerequisite highquality health services patient care especially complex diseases dementia thus current project aimed extend interprofessional competencybased education field dementia care previously understudied therapy professions nutrition speechlanguage pathology physiotherapy threeday workshop designed provide specific learning objectives related patientcentered dementia care well competences interprofessional collaboration teaching learning approaches included casebased learning simulated interprofessional caseconferences peerteaching total 42 students n 20 nutrition therapy counseling n 8 speechlanguage pathology n 14 physiotherapy ranging first seventh semester finished whole workshop considered data analysis changes selfperceived attitudes toward interprofessional collaboration education measured german version uweip inhouse questionnaire developed evaluate knowledge skills field dementia dementia management interprofessional collaboration participation workshop led significant improvements total scores uweipd inhouse questionnaire well respective subscales moderate large effect sizes achieved professions improved significantly questionnaires large effect sizes significant differences professions found uweipd total score students speechlanguage pathology physiotherapy posttest students nutrition therapy counseling revealed significant lower level selfperceived knowledge skills inhouse questionnaire pre posttesting pilotstudy confirms effectiveness interprofessional education promote generic interprofessional dementia care competencies develop positive attitudes toward interprofessional learning collaboration therapy professions thus increasing professional diversity interprofessional education research differences professions confounded heterogenous semester numbers participation conditions achieve curricular implementation interprofessional education expanded include larger group participants belonging different professions start early study program evaluated long term