Learner experiences of identity and global interdependence following engagement with an interprofessional education course.
University core curricula and accreditation standards for healthcare profession programs can be challenging to align. Additionally, interprofessional education (IPE) requirements for healthcare professions curricula have been designed to prepare learners for future practice. This paper describes ali...
| Publicado en: | Journal of Interprofessional Care Vol. 38; no. 6; pp. 1072 - 1081 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Nov/Dec2024
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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=182024361&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 182024361 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: Nov/Dec2024 vid: 38 iid: 6 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 182024361 179155180 182024361 182024361 10.1080/13561820.2024.2391979 182024361 ppf: 1072 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Learner experiences of identity and global interdependence following engagement with an interprofessional education course. aug: au: Manspeaker, Sarah A. Oerther, Sarah Pole, David Cobb, Haley Breitbach, Anthony affil: Athletic Training, Duquesne University, Pittsburgh, PA, USA sug: subj: Education, Medical Education, Interdisciplinary Collaboration Students, Medical Student Experiences Professional Identity Clinical Competence Curriculum Human Cross Sectional Studies Multimethod Studies Reflection Focus Groups Thematic Analysis Feedback Teamwork World Health ab: University core curricula and accreditation standards for healthcare profession programs can be challenging to align. Additionally, interprofessional education (IPE) requirements for healthcare professions curricula have been designed to prepare learners for future practice. This paper describes alignment of an introductory IPE course with embedded Interprofessional Education Collaborative core competencies to specific university Core Curriculum attributes. A cross-sectional, mixed methods design was used to examine 117 learners' reflections on the IPE course content and learning outcomes. Learners from seven pre-licensure health professions programs provided responses on aspects of their IPE learning experience through reflections, surveys, written examinations, and optional focus groups. Open-ended responses were interpreted thematically from a constructivist lens. Results revealed positive perceptions of the course with feedback for areas of consideration for future course activities. Learners reported more engagement with the Core Curriculum attribute of Identities in Context than that of Global Interdependence. Additionally, responses indicated a perception of task work versus teamwork within the interprofessional team activities. Outcomes provided data that enabled continuous quality improvement of the course. Educators seeking to align IPE courses with institutional core curricula and accreditation standards may use this work to inform structure, assessment, and delineation of teamwork as compared to task work. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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