Launching first-year health sciences students into collaborative practice: Highlighting institutional enablers and barriers to success
| Autor: | Heidi Bates, Cori Schmitz, Elizabeth Taylor, Teresa Paslawski, Susan Sommerfeldt, Lu-Anne McFarlane, Barbara Norton, Mark Hall, Tara Hatch, Sharla King |
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| Rok vydání: | 2017 |
| Předmět: |
Models
Educational 020205 medical informatics Institutionalisation media_common.quotation_subject Health Personnel Interprofessional Relations Context (language use) 02 engineering and technology 03 medical and health sciences 0302 clinical medicine Health science Pedagogy 0202 electrical engineering electronic engineering information engineering Institution Medicine Humans 030212 general & internal medicine Cooperative Behavior Curriculum media_common Medical education Internet business.industry General Medicine Interprofessional education Sustainability The Internet business Computer-Assisted Instruction |
| Zdroj: | Journal of interprofessional care. 31(3) |
| ISSN: | 1469-9567 |
| Popis: | Developing and sustaining a comprehensive interprofessional education (IPE) curriculum infused throughout health science programmes at large post-secondary institutions requires not only champions within each program but also collaboration across professional programmes and strong support at an institutional level. The purpose of this article is twofold. First, it reports on the development of an interprofessional learning pathway, an institutional curricular model, and the pathway launch, an introductory learning experience within the context of a large post-secondary institution. The interprofessional curricular model provides a framework to connect the IPE that was previously fragmented across faculties and professional programmes into a scaffolded coherent pathway. The launch exposes students to the principles and competencies of collaborative practice. Second, it explores the dual role of enablers and barriers to IPE within the context of one institution's 20-year experience of developing and delivering. In examining the elements that have sustained the institution's IPE programming, it is highlighted how the seemingly positive elements (e.g., IPE champions and strong university support from central administration) have also served as hindrances within the academy potentially threatening the sustainability and institutionalisation of IPE. We anticipate that this curricular model and learning experiences will provide mechanisms to sustain and foster IPE. |
| Databáze: | OpenAIRE |
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