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

Steven, Kathryn; Howden, Stella; Mires, Gary; Rowe, Iain; Lafferty, Natalie; Arnold, Amy; Strath, Alison

doi:10.1080/0142159x.2017.1309372

Cited by 36 publications

(24 citation statements)

References 13 publications

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“…Overall, the results of this study indicated that while an IPE gross anatomy dissection course appeared effective and was well‐received by students, exposure to the real world clinical environment eroded the gains made as a result of the experience. Studies have demonstrated an association between IPE in a postgraduate setting with improved teamwork in the emergency department and in operating rooms (Steven et al, ). Both suggest that more emphasis should perhaps be placed on IPE in the clinical setting for professionals, to help maintain the competencies and positive attitudes gained from effective IPE experienced at the student level.…”

Section: Discussionmentioning

confidence: 99%

“…The goal of IPE is to improve communication and collaboration between members of the healthcare team and for students to appreciate the skills, strengths, and vocabularies of other professions (Burcher, ; Steven et al, ). IPE plays an essential role in preparing students and healthcare professionals to deliver safe, high quality, and patient‐centered team‐based care to improve health outcomes in patients (CIHC, ).…”

Section: Introductionmentioning

confidence: 99%

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Dissecting through Barriers: A Follow‐up Study on the Long‐Term Effects of Interprofessional Education in a Dissection Course with Healthcare Professional Students

Zheng

Palombella

Salfi

et al. 2018

Anatomical Sciences Ed

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Several studies have shown significant improvements in the attitudes and perceptions of healthcare professional students toward interprofessional education (IPE) immediately following intervention with IPE courses. However, there remains little evidence on the lasting effects of IPE courses and the long-term influences of these IPE experiences are poorly documented. The purpose of this study is to assess the long-term effects of an intensive, ten-week interprofessional gross anatomy dissection course at McMaster University. Attitudes and perceptions of past participants towards interprofessional learning were evaluated, now that they have started working with other healthcare professionals outside of the IPE course setting. Thirty-four past participants who have clinical experience working in interprofessional settings or are currently working in the healthcare field completed a follow-up questionnaire consisting of a modified Readiness for Interprofessional Learning Scale (RIPLS) and open-ended questions. Quantitative analysis revealed a significant decrease in their attitude towards teamwork and collaboration and respect for other health professions, but a significant improvement in their understanding of roles and responsibilities compared to their results immediately after the IPE intervention. Qualitative analysis of open-ended questions revealed several themes such as developing interprofessional competencies, developing relationships, and remembering the strengths of the IPE dissection course. The results of this study indicate that the IPE experience in anatomy was highly valued by the students and that past participants maintain a clear understanding of their scope of practice, but the reality of clinical practice may have eroded gains made in the program. Anat Sci Educ. © 2018 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Dissecting through Barriers: A Follow‐up Study on the Long‐Term Effects of Interprofessional Education in a Dissection Course with Healthcare Professional Students

Zheng

Palombella

Salfi

et al. 2018

Anatomical Sciences Ed

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“…Integration of NHS services is occurring at an organisational level in the form of new Integrated Health Partnerships47 and the need to develop multidisciplinary team working is a key recommendation of the proposed NHS workforce strategy 6. The need to include interprofessional education (IPE) within prequalifying health professional education is being recognised48–50 and conducting postqualification CPD in multidisciplinary teams is central to the proposed integration of strategies from the field of quality improvement into CBME 30. This need to develop the healthcare team as a whole recognises that most healthcare occurs in teams and it has been argued that training should recognise that competency and performance need to exist at an individual and a collective team level 34 51.…”

Section: Discussionmentioning

confidence: 99%

Continuing professional development requirements for UK health professionals: a scoping review

et al. 2020

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ObjectivesThis paper sets out to establish the numbers and titles of regulated healthcare professionals in the UK and uses a review of how continuing professional development (CPD) for health professionals is described internationally to characterise the postqualification training required of UK professions by their regulators. It compares these standards across the professions and considers them against the best practice evidence and current definitions of CPD.DesignA scoping review.Search strategyWe conducted a search of UK health and social care regulators’ websites to establish a list of regulated professional titles, obtain numbers of registrants and identify documents detailing CPD policy. We searched Applied Social Sciences Index and Abstracs (ASSIA), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline, EMCare and Scopus Life Sciences, Health Sciences, Physical Sciences and Social Sciences & Humanities databases to identify a list of common features used to describe CPD systems internationally and these were used to organise the review of CPD requirements for each profession.ResultsCPD is now mandatory for the approximately 1.5 million individuals registered to work under 32 regulated titles in the UK. Eight of the nine regulators do not mandate modes of CPD and there is little requirement to conduct interprofessional CPD. Overall 81% of those registered are required to engage in some form of reflection on their learning but only 35% are required to use a personal development plan while 26% have no requirement to engage in peer-to-peer learning.ConclusionsOur review highlights the wide variation in the required characteristics of CPD being undertaken by UK health professionals and raises the possibility that CPD schemes are not fully incorporating the best practice.

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“…Archambault and Masunaga (2015) define curriculum mapping as 'the systematic analysis of the content of the programmes in a curriculum' (504-505). Eisenberg (1984) Steven et al (2017) caution that a curriculum map is merely a snapshot of how a particular programme is constructed at a particular time. Whilst Arafeh (2016), acknowledges that higher education programmes may vary and yet, align to overarching frameworks such as that presented in the AITSL standards for teacher education.…”

Section: Methodsmentioning

confidence: 99%

Deconstructing health and physical education teacher education: a mapping and analysis of programme structure and content in Australia

Barwood

Spears

O’Hara

et al. 2020

Physical Education and Sport Pedagogy

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Background: In Australia, Initial Teacher Education Institutions (ITEIs) provide undergraduate Health and Physical (HPE) programmes that meet a number of regulatory requirements, including those of the Australian Institute for Teaching and School Leadership (AITSL) and the Tertiary Education Quality and Standards Agency (TEQSA). In addition, ITEIs must also ensure programme alignment with state/territory-based jurisdictional requirements. While historically varied philosophies and practices have shaped HPE teacher education nationally, ITEIs are thus operating in an increasingly regulated environment. Purpose: The purpose of this paper is to report research that has critically examined the structure and content of ITEI undergraduate programmes in Australia that prepare teachers for HPE in secondary schools. Analysis at programme and unit levels was undertaken to explore programme variance, ITEI priorities and consideration of the implications that programme structure and content has for graduate secondary HPE teachers and their employers. The paper seeks to contribute to wider debates about the role of teacher education in shaping HPE curriculum futures and the challenges faced by ITEIs to navigate increasing government regulation. Methods: An audit and document analysis of 15 Australian ITEIs identified programme structures and specific units of study for the preparation of secondary HPE teachers. These programme structures were compared to those of an ITEI in Western Australia (WA), similarly preparing secondary teachers of HPE, and undertaking internal programme renewal. The WA ITEI's programme nomenclature and elements therefore provided the reference point for analysis of variation across programmes nationally. Findings: Findings show that graduate secondary HPE teachers in Australia are variously prepared, with ITEI programme structures ranging in nomenclature, breadth of content, positioning of units and the amount and placement of school-based practicums. ITEIs variously meet state, territory and federal accountability and accreditation requirements in preparing secondary HPE teachers. Programme variations may mean that graduate secondary HPE teachers have differing perspectives on HPE curriculum and pedagogy. Schools employing graduate teachers cannot assume all graduate teachers have a common outlook on or backgrounds in HPE, while meeting the graduate standards.

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

Cited by 36 publications

References 13 publications

Dissecting through Barriers: A Follow‐up Study on the Long‐Term Effects of Interprofessional Education in a Dissection Course with Healthcare Professional Students

Dissecting through Barriers: A Follow‐up Study on the Long‐Term Effects of Interprofessional Education in a Dissection Course with Healthcare Professional Students

Continuing professional development requirements for UK health professionals: a scoping review

Deconstructing health and physical education teacher education: a mapping and analysis of programme structure and content in Australia

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