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Curriculum Design for Interprofessional Education in the Preclinical Health Sciences
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Author(s): Barbara Lynn Joyce (Oakland University William Beaumont School of Medicine, USA), Nelia Afonso (Oakland University William Beaumont School of Medicine, USA), Jill E. Stefaniak (Old Dominion University, USA), Victoria C. Lucia (Oakland University William Beaumont School of Medicine, USA)and Stephanie Swanberg (Oakland University William Beaumont School of Medicine, USA)
Copyright: 2015
Pages: 35
Source title:
Transformative Curriculum Design in Health Sciences Education
Source Author(s)/Editor(s): Colleen Halupa (A.T. Still University, USA & LeTourneau University, USA)
DOI: 10.4018/978-1-4666-8571-0.ch006
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Abstract
This chapter focuses on interprofessional education (IPE) from the perspective of the preclinical health sciences - the time before learners practice the skills of real world clinical care. IPE allows students from varying healthcare arenas (including medicine, nursing, pharmacy, physical therapy, etc.) to collaborate, communicate, as well as nurture medical values to ultimately improve care. The IPE literature is quite extensive. National organizations, competency models, and educational theory promote the integration of IPE into the curriculum across all years of education. This chapter reviews the history of IPE within U.S. medical schools, competency frameworks from a global perspective, and the theoretical foundations of IPE. In addition, strategies for implementing IPE in the preclinical years, including teaching methods, learner assessment, examples, and curricular design tips are provided.
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