Defining Doctoral-Prepared Health Scientists' Identity.
Teamwork skills across disciplines are increasingly required for delivery of quality health care. To meet this expectation, healthcare professionals, researchers, policymakers, and educators must embrace and employ the tenets associated with teamwork. In addition, health professions faculty are expe...
| Publicado en: | Journal of Allied Health Vol. 53; no. 4; pp. 298 - 302 |
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| Autores principales: | , , , , , , |
| Formato: | review Journal Article |
| Publicado: |
Association of Schools Advancing Health Professions (ASAHP)
Winter2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=181705517&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 181705517 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00907421 4BI jtl: Journal of Allied Health issn: 00907421 maglogo: N pubinfo: dt: Winter2024 vid: 53 iid: 4 pid: 6826 pub: Association of Schools Advancing Health Professions (ASAHP) place: Washington, District of Columbia artinfo: ui: 181705517 181705517 181705517 181705517 ppf: 298 ppct: 4 formats: tig: atl: Defining Doctoral-Prepared Health Scientists' Identity. aug: au: Pinto Zipp, Genevieve Henry, Beverly W. Goodfellow, Lynda Kuperman, Douglas Gunther, Christina B. Cathers, Laurie Fogarty, Kieran affil: Program Director, PhD in Health Sciences, Professor, Dep. of Interprofessional Health Sciences and Health Administration, and Director, Center for Interprofessional Education in Health Sci- ences, School of Health and Medical Sciences, Seton Hall University, Nutley, NJ sug: subj: Education, Interdisciplinary Students, Health Occupations Education, Doctoral Scientists Professional Identity Professional Role Education, Health Sciences Research, Interdisciplinary Communication Skills Collaboration Health Care Delivery, Integrated Patient Centered Care Interpersonal Relations Quality of Health Care ab: Teamwork skills across disciplines are increasingly required for delivery of quality health care. To meet this expectation, healthcare professionals, researchers, policymakers, and educators must embrace and employ the tenets associated with teamwork. In addition, health professions faculty are expected to prepare entry-level professionals for interprofessional practice and scholarship. While various strategies reported in the literature document how entry-level health science educational programs infuse and assess the impact of interprofessional education experiences, less emphasis has been placed on understanding how faculty prepare to take on this role. Traditional doctoral education has been offered as a discipline-specific, silo-based learning experience that provides an in-depth analysis into a specific content area of interest. With the expanding emphasis on interprofessional practice in health care, an interprofessional forward-thinking approach to graduate education at the doctoral level emerged, the health science doctorate. This commentary paper seeks to describe the health scientist's identity as a scholar-practitioner who supports and advances interprofessional education and practice. Doctoral-prepared health scientists act as knowledge brokers, translators, and change agents, exemplifying interprofessional research and communication skills. Faculty need to prepare students to explain complex concepts, engage in clinical reasoning, and decision-making, and employ observational and data analysis to improve health professions education and ultimately team-based care. pubtype: Academic Journal doctype: review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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