Interprofessional health education teacher training at the University of Chile
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초록
The first interprofessional course that included students in the 8 undergraduate health programs at the Faculty of Medicine of the University of Chile was implemented in 2015. For the 700 students, 35 teachers were trained as facilitators. The use of several strategies totrain facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal developmentworkshops with experts’ participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience of interprofessionalhealth education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising faculty awareness about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.
Abstract
The first interprofessional course that included students in the 8 undergraduate health programs at the Faculty of Medicine of the University of Chile was implemented in 2015. For the 700 students, 35 teachers were trained as facilitators. The use of several strategies totrain facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal developmentworkshops with experts’ participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience of interprofessionalhealth education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising faculty awareness about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.
참고문헌 (10)
- "Core competencies for interprofessional collaborative practice: report of an expert panel" (2016)[URL]
- Silvana Castillo-Parra, "The implementation of multiple interprofessional integrated modules by health sciences faculty in Chile", Journal of Interprofessional Care, 31(6), pp.777~780 (2017), Informa UK Limited[DOI]
- "Interprofessional Education Handbook: for educators and practitioners incorporating integrated care and values-based practice" (2021)[URL]
- Anna Ratka, "Overview of Faculty Development Programs for Interprofessional Education", American Journal of Pharmaceutical Education, 81(5), pp.96~ (2017), American Journal of Pharmaceutical Education[DOI]
- Scott Reeves, "A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39", Medical Teacher, 38(7), pp.656~668 (2016), Informa UK Limited[DOI]
- Pei Se Wong, "Influencing factors and processes of interprofessional professional education (IPE) implementation", Medical Teacher, 43(sup1), pp.S39~S45 (2019), Informa UK Limited[DOI]
- Scott Reeves, "Twelve steps to evaluating interprofessional education", Journal of Taibah University Medical Sciences, 11(6), pp.601~605 (2016), Elsevier BV[DOI]
- Ruby E. Grymonpre, "Faculty development in interprofessional education (IPE): Reflections from an IPE coordinator", Journal of Taibah University Medical Sciences, 11(6), pp.510~519 (2016), Elsevier BV[DOI]
- Reeves S, "Teamwork, collaboration, coordination, and networking: why we need to distinguish between different types of interprofessional practice", J Interprof Care, 32, pp.1~3 (2018)[DOI]
- Alla El-Awaisi, "Insights from healthcare academics on facilitating interprofessional education activities", Journal of Interprofessional Care, 35(5), pp.760~770 (2020), Informa UK Limited[DOI]