Not just another multi-professional course! Part 2: Nuts and bolts of designing a transformed curriculum for multi-professional learning

Abstract

Multi-professional education has traditionally aimed to develop health professionals who are able to collaborate effectively in comprehensive healthcare delivery. The respective professions learn about their differences in order to work together, rather than developing unity in their commitment to a shared vision of professionalism and service. In this, the second of two papers, the 'nuts and bolts' or practicalities of designing a transformed curriculum for a multi-professional course with a difference is described. Guidelines for the curriculum design process, which seeks to be innovative, grounded in theory and relevant to the learning of the students and the ultimately the health of the patients, include: valuing education; gaining buy-in; securing buy-out; defining of roles; seeking consensus; negotiating difference and expediting decisions. The phases of the design process are described, as well as the educational outcomes envisaged during the process. Reflections of the designers, in particular on what it means to be a multi-professional team, and a reconceptualization of multi-professional education are presented as challenges for educators of health professionals.

Global paradigm shift in medical education: issues of concern for Africa

“…The long term effect and outcomes of the more innovative interprofessional courses in undergraduate education in Africa are yet to be realised. Mayers et al 2006;Olckers et al 2006). …”

Twelve tips on rural medical placements: what has worked to make them successful

“…Take advantage of the potential to provide transdisciplinary health care team learning (and doing) experiences Where possible, activities should encourage vertical integration (Harden 2000) and interdisciplinary/interprofessional (Barr et al 2006), or (the term we prefer) trans-disciplinary education (Mayers et al 2006). This includes utilising GP registrars and practice nurses as tutors, teaching in the context of effective multidisciplinary team care including teambuilding and leadership exercises, and involving students in public health initiatives and risk factor screening activities.…”

Conflict, Complicity, and Challenges: Reflections on the South African Truth and Reconciliation Commission Health Sector Hearing

“…Mokoena () argued that all health professional students should be exposed to an interdisciplinary module on human rights that can be further expanded in profession‐specific courses. Indeed, at the University of Cape Town this interdisciplinary approach has been incorporated into the first‐year programs for all undergraduate health professional students (Duncan, Alperstein, Mayers, Olckers, & Gibbs, ; Mayers, Alperstein, Duncan, Olckers, & Gibbs, ).…”