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  • Academic staff attitudes and beliefs about interprofessional education in a comprehensive health faculty.

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    81409_1.pdf (201.8Kb)
    Author(s)
    Alexander, Heather
    Arrigoni, Cecilia
    Tedman, Raymond
    Henderson, Amanda Jane
    Rogers, Gary David
    Griffith University Author(s)
    Henderson, Amanda J.
    Alexander, Heather
    Tedman, Raymond
    Arrigoni, Cecilia
    Rogers, Gary
    Year published
    2012
    Metadata
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    Abstract
    Background: There is a need for data on staff attitudes and beliefs about interprofessional education (IPE) to inform the development and implementation of IPE curricula. Summary of work: Structured interviews were conducted with degree program leaders across 11 health professional schools at Griffith University about their understanding of IPE, implementing an IPE curriculum, communication in health care teams and perceived attributes of other health professions. Summary of results: Consensus was evident in the desire for early introduction of IPE in a degree, and in the belief that interprofessional collaboration ...
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    Background: There is a need for data on staff attitudes and beliefs about interprofessional education (IPE) to inform the development and implementation of IPE curricula. Summary of work: Structured interviews were conducted with degree program leaders across 11 health professional schools at Griffith University about their understanding of IPE, implementing an IPE curriculum, communication in health care teams and perceived attributes of other health professions. Summary of results: Consensus was evident in the desire for early introduction of IPE in a degree, and in the belief that interprofessional collaboration needs to be embedded in routine practice. Staff significantly varied in their definitions and understanding of IPE, and in curricula strategies and topics that suited IPE. Most believe that health teams are hierarchical, although this varies across contexts, and may impact on communication within teams. There were strong, but different, perceptions of key attributes of other health professions. Conclusions: This study revealed a range of knowledge, misconceptions, beliefs and attitudes about IPE. Professional development prior to implementing IPE needs to focus on attitudes, beliefs and interpersonal skills more so than on knowledge of others’ roles. Take-home messages: Health professional staff in academic settings holds variable, strong views about IPE and other professions which need to be identified for effective curriculum implementation.
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    Conference Title
    AMEE 2012: The continuum of education in medicine and the healthcare professions
    Publisher URI
    http://www.amee.org/index.asp?pg=250&cookies=True
    Copyright Statement
    © The Author(s) 2012. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the authors.
    Subject
    Medicine, Nursing and Health Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/53628
    Collection
    • Conference outputs

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