Anchoring interprofessional education in undergraduate curricula

• Verfasst von: Berger, Sarah [VerfasserIn]
• Verfasst von: Götz, Katja [VerfasserIn]
• Verfasst von: Leowardi-Bauer, Christine [VerfasserIn]
• Verfasst von: Schultz, Jobst-Hendrik [VerfasserIn]
• Verfasst von: Szecsenyi, Joachim [VerfasserIn]
• Verfasst von: Mahler, Cornelia [VerfasserIn]
• Titel: Anchoring interprofessional education in undergraduate curricula
• Titelzusatz: The Heidelberg story
• Verf.angabe: Sarah Berger, Katja Goetz, Christina Leowardi-Bauer, Jobst-Hendrik Schultz, Joachim Szecsenyi, Cornelia Mahler
• Jahr: 2017
• Jahr des Originals: 2016
• Umfang: 5 S.
• Fussnoten: Published online: 23 Nov 2016 ; Gesehen am 04.05.2018
• Titel Quelle: Enthalten in: Journal of interprofessional care
• Ort Quelle: Abingdon : Taylor & Francis Group, 1992
• Jahr Quelle: 2017
• Band/Heft Quelle: 31(2017), 2, Seite 175-179
• ISSN Quelle: 1469-9567
• DOI: doi:10.1080/13561820.2016.1240156
• Datenträger: Online-Ressource
• Sprache: eng
• Sach-SW: Change management
• Sach-SW: competency-based education
• Sach-SW: curriculum development
• Sach-SW: interprofessional relations
• Sach-SW: professional education
• K10plus-PPN: 1572637021

Abstract

The ability of health professionals to collaborate effectively has significant potential impact on patient safety and quality-care outcomes, especially given the increasingly complex and dynamic clinical practice environments of today. Educators of the health professions are faced with an immediate challenge to adapt curricula and traditional teaching methods to ensure graduates are equipped with the necessary interprofessional competencies and (inter)professional values for their future practice. The World Health Organization’s “Framework for action in interprofessional education (IPE) and collaborative practice” promotes IPE as a key strategy to enhance patient outcomes by preparing a “collaborative practice-ready health workforce.” Logistical and attitudinal barriers can hinder integration of IPE into curricula. Lessons learned through the implementation of a planned change to establish four interprofessional seminars (team communication, medical error communication, healthcare English, and small business management) at Heidelberg University Medical Faculty, Germany, are described. A key factor in successfully anchoring IPE seminars in the undergraduate curricula was the structured approach drawing on change management concepts.