Toward interprofessional learning and education

Mapping common outcomes for prequalifying healthcare professional programs in the United Kingdom

Kathryn Steven (Lead / Corresponding author), Stella Howden, Gary Mires, Iain Rowe, Natalie Lafferty, Amy Arnold, Alison Strath

Research output: Contribution to journalArticle

4 Citations (Scopus)
209 Downloads (Pure)

Abstract

INTRODUCTION: Interprofessional education (IPE) continues to be a key component in prequalifying health professional education, with calls for regulators to publish a joint statement regarding IPE outcomes. To date, the regulatory documents for healthcare education in the United Kingdom have not been examined for common learning outcomes; information that could be used to inform such a statement and to identify opportunities for interprofessional learning.

METHODS: A mapping of the outcomes/standards required by five, UK, health profession regulatory bodies was undertaken. This involved the identification of common outcomes, a keyword search and classification of common outcomes/standards; presented as themes and subthemes.

RESULTS: Seven themes were identified: knowledge for practice, skills for practice, ethical approach, professionalism, continuing professional development (CPD), patient-centered approach and teamworking skills, representing 22 subthemes. Each subtheme links back to the outcomes/standards in the regulatory documents.

CONCLUSIONS: This study identifies the key areas of overlap in outcomes/standards expected of selected healthcare graduates in the United Kingdom. The mapping provides a framework for informing prequalifying IPE curricula, for example, identifying possible foci for interprofessional education outcomes and associated learning opportunities. It allows reference back to the standards set by regulatory bodies, a requirement for all institutions involved in health profession education.

Original languageEnglish
Pages (from-to)720-744
Number of pages25
JournalMedical Teacher
Volume39
Issue number7
Early online date2 May 2017
DOIs
Publication statusPublished - 3 Jul 2017

Fingerprint

learning
education
profession
education curriculum
health
health professionals
graduate
professionalism

Keywords

  • Journal article

Cite this

@article{bb77758bc70741c6963de18a8f1db23c,
title = "Toward interprofessional learning and education: Mapping common outcomes for prequalifying healthcare professional programs in the United Kingdom",
abstract = "INTRODUCTION: Interprofessional education (IPE) continues to be a key component in prequalifying health professional education, with calls for regulators to publish a joint statement regarding IPE outcomes. To date, the regulatory documents for healthcare education in the United Kingdom have not been examined for common learning outcomes; information that could be used to inform such a statement and to identify opportunities for interprofessional learning.METHODS: A mapping of the outcomes/standards required by five, UK, health profession regulatory bodies was undertaken. This involved the identification of common outcomes, a keyword search and classification of common outcomes/standards; presented as themes and subthemes.RESULTS: Seven themes were identified: knowledge for practice, skills for practice, ethical approach, professionalism, continuing professional development (CPD), patient-centered approach and teamworking skills, representing 22 subthemes. Each subtheme links back to the outcomes/standards in the regulatory documents.CONCLUSIONS: This study identifies the key areas of overlap in outcomes/standards expected of selected healthcare graduates in the United Kingdom. The mapping provides a framework for informing prequalifying IPE curricula, for example, identifying possible foci for interprofessional education outcomes and associated learning opportunities. It allows reference back to the standards set by regulatory bodies, a requirement for all institutions involved in health profession education.",
keywords = "Journal article",
author = "Kathryn Steven and Stella Howden and Gary Mires and Iain Rowe and Natalie Lafferty and Amy Arnold and Alison Strath",
note = "This work was supported by NHS Education for Scotland.",
year = "2017",
month = "7",
day = "3",
doi = "10.1080/0142159X.2017.1309372",
language = "English",
volume = "39",
pages = "720--744",
journal = "Medical Teacher",
issn = "0142-159X",
publisher = "Taylor & Francis",
number = "7",

}

Toward interprofessional learning and education : Mapping common outcomes for prequalifying healthcare professional programs in the United Kingdom. / Steven, Kathryn (Lead / Corresponding author); Howden, Stella; Mires, Gary; Rowe, Iain; Lafferty, Natalie; Arnold, Amy; Strath, Alison.

In: Medical Teacher, Vol. 39, No. 7, 03.07.2017, p. 720-744.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Toward interprofessional learning and education

T2 - Mapping common outcomes for prequalifying healthcare professional programs in the United Kingdom

AU - Steven, Kathryn

AU - Howden, Stella

AU - Mires, Gary

AU - Rowe, Iain

AU - Lafferty, Natalie

AU - Arnold, Amy

AU - Strath, Alison

N1 - This work was supported by NHS Education for Scotland.

PY - 2017/7/3

Y1 - 2017/7/3

N2 - INTRODUCTION: Interprofessional education (IPE) continues to be a key component in prequalifying health professional education, with calls for regulators to publish a joint statement regarding IPE outcomes. To date, the regulatory documents for healthcare education in the United Kingdom have not been examined for common learning outcomes; information that could be used to inform such a statement and to identify opportunities for interprofessional learning.METHODS: A mapping of the outcomes/standards required by five, UK, health profession regulatory bodies was undertaken. This involved the identification of common outcomes, a keyword search and classification of common outcomes/standards; presented as themes and subthemes.RESULTS: Seven themes were identified: knowledge for practice, skills for practice, ethical approach, professionalism, continuing professional development (CPD), patient-centered approach and teamworking skills, representing 22 subthemes. Each subtheme links back to the outcomes/standards in the regulatory documents.CONCLUSIONS: This study identifies the key areas of overlap in outcomes/standards expected of selected healthcare graduates in the United Kingdom. The mapping provides a framework for informing prequalifying IPE curricula, for example, identifying possible foci for interprofessional education outcomes and associated learning opportunities. It allows reference back to the standards set by regulatory bodies, a requirement for all institutions involved in health profession education.

AB - INTRODUCTION: Interprofessional education (IPE) continues to be a key component in prequalifying health professional education, with calls for regulators to publish a joint statement regarding IPE outcomes. To date, the regulatory documents for healthcare education in the United Kingdom have not been examined for common learning outcomes; information that could be used to inform such a statement and to identify opportunities for interprofessional learning.METHODS: A mapping of the outcomes/standards required by five, UK, health profession regulatory bodies was undertaken. This involved the identification of common outcomes, a keyword search and classification of common outcomes/standards; presented as themes and subthemes.RESULTS: Seven themes were identified: knowledge for practice, skills for practice, ethical approach, professionalism, continuing professional development (CPD), patient-centered approach and teamworking skills, representing 22 subthemes. Each subtheme links back to the outcomes/standards in the regulatory documents.CONCLUSIONS: This study identifies the key areas of overlap in outcomes/standards expected of selected healthcare graduates in the United Kingdom. The mapping provides a framework for informing prequalifying IPE curricula, for example, identifying possible foci for interprofessional education outcomes and associated learning opportunities. It allows reference back to the standards set by regulatory bodies, a requirement for all institutions involved in health profession education.

KW - Journal article

U2 - 10.1080/0142159X.2017.1309372

DO - 10.1080/0142159X.2017.1309372

M3 - Article

VL - 39

SP - 720

EP - 744

JO - Medical Teacher

JF - Medical Teacher

SN - 0142-159X

IS - 7

ER -