Please use this identifier to cite or link to this item:
|Title:||Preparing interprofessional clinical learning sites: what the literature tells us|
|Citation:||Focus on Health Professional Education, 2012; 13(3):55-70|
|Publisher:||Australasian and New Zealand Association for Medical Education|
|L.F. Gum, J. Richards, S.L. Bradley, I. Lindemann, H.M. Ward & P. Bennett|
|Abstract:||PURPOSE: Infusing an interprofessional perspective into healthcare education in the university setting instils a collaborative approach in the provision of patient-centred care concepts for students. The purpose of this paper is to describe how one Australian health science faculty is modernising their healthcare education curriculum to develop this approach. METHOD: As part of the development process, a systematic literature review was undertaken to determine the elements required for the development of interprofessional clinical learning (IPCL) sites, including but not limited to, necessary organisational and professional considerations to effect interprofessional education (IPE). RESULTS: The results of this review identified four key factors for IPE development: 1) shared culture, 2) support and leadership, 3) strategic facilitation and planning, and 4) effective feedback, evaluation and dissemination of curriculum intent. DISCUSSION: These elements are discussed in association with curriculum change in this faculty to promote interprofessional collaboration and teaching. CONCLUSION: As a result of the review, the modernisation of our IPE curriculum is being underpinned by shared understandings between faculty and clinical site health providers about IPE. Our joint goal is for appropriate preparation and sustainability of IPCL sites.|
|Keywords:||interprofessional learning; interprofessional education; interprofessional practice; interprofessional clinical learning sites; IPE development|
|Rights:||Copyright status unknown|
|Appears in Collections:||Medical Education Unit publications|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.