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Tools to investigate how interprofessional education activities link to competencies
Integrating interprofessional education (IPE) activities and curricular components in health professions education has been emphasized recently by the inclusion of accreditation standards across disciplines. The Interprofessional Education Collaborative (IPEC) established IPE competencies in 2009, b...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Co-Action Publishing
2015
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4514900/ https://www.ncbi.nlm.nih.gov/pubmed/26208707 http://dx.doi.org/10.3402/meo.v20.28627 |
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author | West, Courtney Veronin, Michael Landry, Karen Kurz, Terri Watzak, Bree Quiram, Barbara Graham, Lori |
author_facet | West, Courtney Veronin, Michael Landry, Karen Kurz, Terri Watzak, Bree Quiram, Barbara Graham, Lori |
author_sort | West, Courtney |
collection | PubMed |
description | Integrating interprofessional education (IPE) activities and curricular components in health professions education has been emphasized recently by the inclusion of accreditation standards across disciplines. The Interprofessional Education Collaborative (IPEC) established IPE competencies in 2009, but evaluating how activities link to competencies has not been investigated in depth. The purpose of this project is to investigate how well two IPE activities align with IPEC competencies. To evaluate how our IPE activities met IPEC competencies, we developed a checklist and an observation instrument. A brief description of each is included as well as the outcomes. We analyzed Disaster Day, a simulation exercise that includes participants from Nursing, Medicine, and Pharmacy, and Interprofessional Healthcare Ethics (IPHCE), a course that introduced medical, nursing, and pharmacy students to ethical issues using didactic sessions and case discussions. While both activities appeared to facilitate the development of IPE competencies, Disaster Day aligned more with IPEC competencies than the IPHCE course and appears to be a more comprehensive way of addressing IPEC competencies. However, offering one IPE activity or curricular element is not sufficient. Having several IPE options available, utilizing the tools we developed to map the IPE curriculum and evaluating competency coverage is recommended. |
format | Online Article Text |
id | pubmed-4514900 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2015 |
publisher | Co-Action Publishing |
record_format | MEDLINE/PubMed |
spelling | pubmed-45149002015-08-19 Tools to investigate how interprofessional education activities link to competencies West, Courtney Veronin, Michael Landry, Karen Kurz, Terri Watzak, Bree Quiram, Barbara Graham, Lori Med Educ Online Short Communication Integrating interprofessional education (IPE) activities and curricular components in health professions education has been emphasized recently by the inclusion of accreditation standards across disciplines. The Interprofessional Education Collaborative (IPEC) established IPE competencies in 2009, but evaluating how activities link to competencies has not been investigated in depth. The purpose of this project is to investigate how well two IPE activities align with IPEC competencies. To evaluate how our IPE activities met IPEC competencies, we developed a checklist and an observation instrument. A brief description of each is included as well as the outcomes. We analyzed Disaster Day, a simulation exercise that includes participants from Nursing, Medicine, and Pharmacy, and Interprofessional Healthcare Ethics (IPHCE), a course that introduced medical, nursing, and pharmacy students to ethical issues using didactic sessions and case discussions. While both activities appeared to facilitate the development of IPE competencies, Disaster Day aligned more with IPEC competencies than the IPHCE course and appears to be a more comprehensive way of addressing IPEC competencies. However, offering one IPE activity or curricular element is not sufficient. Having several IPE options available, utilizing the tools we developed to map the IPE curriculum and evaluating competency coverage is recommended. Co-Action Publishing 2015-07-23 /pmc/articles/PMC4514900/ /pubmed/26208707 http://dx.doi.org/10.3402/meo.v20.28627 Text en © 2015 Courtney West et al. http://creativecommons.org/licenses/by/4.0/ This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license. |
spellingShingle | Short Communication West, Courtney Veronin, Michael Landry, Karen Kurz, Terri Watzak, Bree Quiram, Barbara Graham, Lori Tools to investigate how interprofessional education activities link to competencies |
title | Tools to investigate how interprofessional education activities link to competencies |
title_full | Tools to investigate how interprofessional education activities link to competencies |
title_fullStr | Tools to investigate how interprofessional education activities link to competencies |
title_full_unstemmed | Tools to investigate how interprofessional education activities link to competencies |
title_short | Tools to investigate how interprofessional education activities link to competencies |
title_sort | tools to investigate how interprofessional education activities link to competencies |
topic | Short Communication |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4514900/ https://www.ncbi.nlm.nih.gov/pubmed/26208707 http://dx.doi.org/10.3402/meo.v20.28627 |
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