Interprofessional education and the basic sciences: Rationale and outcomes

Abstract

Interprofessional education (IPE) aims to improve patient outcomes and the quality of care. Interprofessional learning outcomes and interprofessional competencies are now included in many countries' health and social care professions' accreditation standards. While IPE may take place at any time in health professions curricula it tends to focus on professionalism and clinical topics rather than basic science activities. However generic interprofessional competencies could be included in basic science courses that are offered to at least two different professional groups. In developing interprofessional activities at the preclinical level, it is important to define explicit interprofessional learning outcomes plus the content and process of the learning. Interprofessional education must involve interactive learning processes and integration of theory and practice. This paper provides examples of IPE in anatomy and makes recommendations for course development and evaluation. Anat Sci Educ 8: 299-304.

Toward interprofessional learning and education: Mapping common outcomes for prequalifying healthcare professional programs in the United Kingdom

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The Role of Anatomy Education in Facilitating Multidisciplinary Collaboration in the Treatment of Musculoskeletal Conditions ­ an Example from Australia

“…It is seen that students from different health professions identify with their chosen profession at an early stage of their academic programs (Thistlethwaite, 2015). Brosnan (2015) highlights that a university degree qualification in a specific allied health discipline is not necessarily a marker of acceptance or "legitimacy of a profession" by another and that what is required is a review and transparency of the content of degrees (Brosnan).…”

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