Taking the long view: Exploring the development of interprofessional education

Fook, Jan; D’Avray, Lynda; Norrie, Caroline; Psoinos, Maria; Lamb, Bryony; Ross, Fiona

doi:10.3109/13561820.2012.759911

Cited by 23 publications

(24 citation statements)

References 26 publications

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“…A total of 13 studies were conducted in the US [14], [29]–[40], indicating a high number of IPE programs conducted there. Eight studies [41]–[48] were conducted in the UK; nine studies [13], [49]–[56] were conducted in Canada; two in New Zealand [28], [57] and Norway [58], [59]. Among the selected studies, Australia had one study [28] and so did Singapore [60], Finland [61], Hungary [62], Egypt [25], and Namibia [26].…”

Section: Resultsmentioning

confidence: 99%

“…Poor planning [41], lack of coordination and organization [13], [40], [45], [55], and lack of interest or support by administrators [27], [32], [47], [54], [56], [60], [62] were some of the leadership challenges encountered while initiating and implementing IPE. To address leadership challenges, IPE teams should identify committed champions to spearhead their program [41], [45].…”

Section: Resultsmentioning

confidence: 99%

“…To address leadership challenges, IPE teams should identify committed champions to spearhead their program [41], [45]. Institutional agreements, if formalized, can sustain IPE even when such IPE champions are no longer involved.…”

Section: Resultsmentioning

confidence: 99%

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Interprofessional Education for Whom? — Challenges and Lessons Learned from Its Implementation in Developed Countries and Their Application to Developing Countries: A Systematic Review

et al. 2014

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BackgroundEvidence is available on the potential efficacy of interprofessional education (IPE) to foster interprofessional cooperation, improve professional satisfaction, and improve patient care. While the intention of the World Health Organization (WHO) is to implement IPE in all countries, evidence comes from developed countries about its efficiency, challenges, and barriers to planning and implementing IPE. We therefore conducted this review to examine challenges of implementing IPE to suggest possible pathways to overcome the anticipated challenges in developing countries.MethodsWe searched for literatures on IPE in PubMed/MEDLINE, CINAHL, PsycINFO, and ERIC databases. We examined challenges or barriers and initiatives to overcome them so as to suggest methods to solve the anticipated challenges in developing countries. We could not conduct a meta-analysis because of the qualitative nature of the research question and the data; instead we conducted a meta-narrative of evidence.ResultsA total of 40 out of 2,146 articles were eligible for analyses in the current review. Only two articles were available from developing countries. Despite the known benefits of IPE, a total of ten challenges or barriers were common based on the retrieved evidence. They included curriculum, leadership, resources, stereotypes and attitudes, variety of students, IPE concept, teaching, enthusiasm, professional jargons, and accreditation. Out of ten, three had already been reported in developing countries: IPE curriculum, resource limitations, and stereotypes.ConclusionThis study found ten important challenges on implementing IPE. They are curriculum, leadership, resources, stereotypes, students' diversity, IPE concept, teaching, enthusiasm, professional jargons, and accreditation. Although only three of them are already experienced in developing countries, the remaining seven are potentially important for developing countries, too. By knowing these challenges and barriers in advance, those who implement IPE programs in developing countries will be much more prepared, and can enhance the program's potential success.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Interprofessional Education for Whom? — Challenges and Lessons Learned from Its Implementation in Developed Countries and Their Application to Developing Countries: A Systematic Review

et al. 2014

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“…As others have noted, continued organizational support, enthusiasm and faculty leadership are critical to sustaining an IPE initiative, particularly one of this size (Fook et al, 2013;Reeves et al, 2012). The critical organizational elements that have been pivotal for our script for success include: organizational leadership (e.g.…”

Section: Our Script For Successmentioning

confidence: 91%

Collaboration behind-the-scenes: key to effective interprofessional education

MacKenzie

Doucet

Nasser

et al. 2014

Journal of Interprofessional Care

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A variety of stakeholders, including students, faculty, educational institutions and the broader health care and social service communities, work behind-the-scenes to support interprofessional education initiatives. While program designers are faced with multiple challenges associated with implementing and sustaining such programs, little has been written about how program designers practice the interprofessional competencies that are expected of students. This brief report describes the backstage collaboration underpinning the Dalhousie Health Mentors Program, a large and complex pre-licensure interprofessional experience connecting student teams with community volunteer mentors who have chronic conditions to learn about interprofessional collaboration and patient/client-centered care. Based on our experiences, we suggest that just as students are required to reflect on collaborative processes, interprofessional program designers should examine the ways in which they work together and take into consideration the impact this has on the delivery of the educational experience.

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“…Although IPE is mandatory in healthcare professional training, interprofessional learning opportunities are notoriously difficult to organise due to a number of logistical, practical and socio-cultural challenges (Carlisle, Cooper and Watkins 2004;Fook et al 2013;Lawlis, Anson and Greenfield 2014). Curriculum developers need to address challenges to feasibility, such as varied timetable arrangements across programmes, different working practices between professional groups, variation in students' age, education level and experiences across programmes, institutional constraints, different cohort sizes and degree length between programmes and the impact of historical rivalries and entrenched cultural differences in how professional groups are perceived by others.…”

Section: Introductionmentioning

confidence: 99%

Developing the Higher Education Curriculum

Smith¹

2017

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Connecting research and teaching in disciplinary communities 148x List of tables L IS T O F CO N T RI B U TO R S xiiand Culture, Harvard Design Magazine, and Home Cultures, as well as in edited books, including his recently published edited book Sexuality and Gender at Home. Helen Chatterjee is Professor of Biology in the Division of Biosciences, School of Life and Medical Sciences and Head of Teaching andResearch at UCL Culture, UCL. She is a primatologist with a particular interest in the evolution of Southeast Asian primates and has a longstanding interest in university museums and the use of collections in object-based learning as well as to promote health and wellbeing.Elizabeth Cleaver is Director of Learning and Teaching at the University of the West of England. She previously worked at the University of Hull where she led the development of the Curriculum 2016+ approach to curricular and pedagogic design and enhancement. Her wider interests lie in the building of connections between teaching and research in academic settings and, in particular, in supporting colleagues to develop disciplinary pedagogies and disciplinary approaches to educational enquiry. Robert Cockcroft is an Assistant Professor in the Department of Physics andAstronomy at Western University, Ontario, Canada. His second postdoctoral research fellowship was at the MacPherson Institute (formerly MIIETL), where he worked with a number of Student Scholars including Sabrina Kirby. Corony Edwards pursued a successful academic career in EnglishLanguage at the University of Birmingham before being appointed as the University's Director of Educational Development in 2006. In 2012 she moved to the University of Exeter as Head of Education Quality and Enhancement. In 2016 she set up as a freelancer, offering her services to the sector as an independent consultant. She is a Principal Fellow of the HEA, and has significant experience of leading institutional quality enhancement and assurance activities and projects. Nick Grindle is Senior Teaching Fellow at the Arena Centre for Researchbased Education, UCL. Over the past six years he's developed a series of projects about how students learn with objects and in particular how they learn in gallery and study room environments, based in part on his teaching as an art historian. ShelleyLeonie Hannan is a Research Fellow at the School of History, Anthropology, Philosophy and Politics, Queen's University Belfast. She is a social and cultural historian working on themes relating to material culture, gender, intellectual life and the history of the home. She has a professional background in museums and heritage and has conducted research into the value of heritage objects in teaching and learning contexts. Dawn Johnson has worked in education, including compulsory and post compulsory, for the past 32 years. She is currently Director of the Certificate in Professional Studies in Higher Education at Xi'an JiaotongLiverpool University, and previously worked as an Academic Developer at the University of Centra...

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Taking the long view: Exploring the development of interprofessional education

Cited by 23 publications

References 26 publications

Interprofessional Education for Whom? — Challenges and Lessons Learned from Its Implementation in Developed Countries and Their Application to Developing Countries: A Systematic Review

Interprofessional Education for Whom? — Challenges and Lessons Learned from Its Implementation in Developed Countries and Their Application to Developing Countries: A Systematic Review

Collaboration behind-the-scenes: key to effective interprofessional education

Developing the Higher Education Curriculum

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