Early or late? Addressing the question of optimal timing for preregistration IPE through development of a three-phase curriculum.
Author(s)
Rogers, Gary David
Chan, Pit Cheng
Buys, Nicholas J.
Year published
2012
Metadata
Show full item recordAbstract
Controversy continues over the most appropriate timing for interprofessional learning activities in pre-registration health professional curricula. Some argue that interprofessional learning outcomes cannot be met until students have a sense of professional identity in their own professions, while others contend that, in order to be effective, interprofessional learning must occur before students have been acculturated to the tribal perspectives that undermine effective interprofessional practice.
We report on the development of a three phase interprofessional curriculum framework that addresses this controversy. The first ...
View more >Controversy continues over the most appropriate timing for interprofessional learning activities in pre-registration health professional curricula. Some argue that interprofessional learning outcomes cannot be met until students have a sense of professional identity in their own professions, while others contend that, in order to be effective, interprofessional learning must occur before students have been acculturated to the tribal perspectives that undermine effective interprofessional practice. We report on the development of a three phase interprofessional curriculum framework that addresses this controversy. The first phase provides learners at the beginning of their pre-registration studies with what we have termed 'health professional literacy' (an understanding of the different health professions and their roles). The second phase, undertaken around the middle of pre-registration training, provides simulated interprofessional experiences, while the third phase, undertaken towards the end of pre-registration training, involves experiential learning in real interprofessional practice teams. We argue that the controversy over the timing of interprofessional education represents a false dichotomy. Effective preparation for interprofessional practice requires a range of appropriate educational experiences that are appropriately timed during the pre-registration training of health professionals.
View less >
View more >Controversy continues over the most appropriate timing for interprofessional learning activities in pre-registration health professional curricula. Some argue that interprofessional learning outcomes cannot be met until students have a sense of professional identity in their own professions, while others contend that, in order to be effective, interprofessional learning must occur before students have been acculturated to the tribal perspectives that undermine effective interprofessional practice. We report on the development of a three phase interprofessional curriculum framework that addresses this controversy. The first phase provides learners at the beginning of their pre-registration studies with what we have termed 'health professional literacy' (an understanding of the different health professions and their roles). The second phase, undertaken around the middle of pre-registration training, provides simulated interprofessional experiences, while the third phase, undertaken towards the end of pre-registration training, involves experiential learning in real interprofessional practice teams. We argue that the controversy over the timing of interprofessional education represents a false dichotomy. Effective preparation for interprofessional practice requires a range of appropriate educational experiences that are appropriately timed during the pre-registration training of health professionals.
View less >
Conference Title
All Together Better Health VI, the 6th International Conference for Interprofessional Education and Collaborative Practice
Publisher URI
Subject
Medicine, Nursing and Health Curriculum and Pedagogy