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Interprofessional education and the basic sciences: Rationale and outcomes
Anatomical sciences education, 2015-07, Vol.8 (4), p.299-304
Thistlethwaite, Jill E.
2015
Volltextzugriff (PDF)
Details
Autor(en) / Beteiligte
Thistlethwaite, Jill E.
Titel
Interprofessional education and the basic sciences: Rationale and outcomes
Ist Teil von
Anatomical sciences education, 2015-07, Vol.8 (4), p.299-304
Ort / Verlag
United States: Blackwell Publishing Ltd
Erscheinungsjahr
2015
Quelle
Wiley-Blackwell Journals
Beschreibungen/Notizen
Interprofessional education (IPE) aims to improve patient outcomes and the quality of care. Interprofessional learning outcomes and interprofessional competencies are now included in many countries' health and social care professions' accreditation standards. While IPE may take place at any time in health professions curricula it tends to focus on professionalism and clinical topics rather than basic science activities. However generic interprofessional competencies could be included in basic science courses that are offered to at least two different professional groups. In developing interprofessional activities at the preclinical level, it is important to define explicit interprofessional learning outcomes plus the content and process of the learning. Interprofessional education must involve interactive learning processes and integration of theory and practice. This paper provides examples of IPE in anatomy and makes recommendations for course development and evaluation. Anat Sci Educ 8: 299–304. © 2015 American Association of Anatomists.
Sprache
Englisch
Identifikatoren
ISSN: 1935-9772
eISSN: 1935-9780
DOI: 10.1002/ase.1521
Titel-ID: cdi_proquest_miscellaneous_1693706695
Format
–
Schlagworte
allied health education
,
allied health education, integration, basic sciences
,
Anatomy
,
Anatomy - education
,
basic sciences
,
Behavioral Objectives
,
common learning
,
Competency-Based Education
,
Course Content
,
Course Objectives
,
Education, Professional
,
Educational Needs
,
Educational Practices
,
gross anatomy education
,
gross anatomy education, medical education
,
Health Education
,
Instructional Design
,
integration
,
Interdisciplinary Approach
,
interprofessional education
,
interprofessional learning
,
Interprofessional Relations
,
Learning Activities
,
medical education
,
Minimum Competencies
,
Professional Development
,
Professional Education
,
Science - education
,
Science Activities
,
shared learning
,
Theory Practice Relationship
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