Toward interprofessional learning and education: Mapping common outcomes for prequalifying healthcare professional programs in the United Kingdom

Kathryn Steven; Stella Howden; Gary Mires; Iain Rowe; Natalie Lafferty; Amy Arnold; Alison Strath

doi:10.1080/0142159X.2017.1309372

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 journal › Article › peer-review

33 Citations (Scopus)

1384 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 language	English
Pages (from-to)	720-744
Number of pages	25
Journal	Medical Teacher
Volume	39
Issue number	7
Early online date	2 May 2017
DOIs	https://doi.org/10.1080/0142159X.2017.1309372
Publication status	Published - 3 Jul 2017

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Journal article

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10.1080/0142159X.2017.1309372Licence: CC BY-NC-ND

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©2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-ncnd/ 4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Final published version, 2.21 MBLicence: CC BY-NC-ND

Interprofessional Education between Medical and Pharmacy Students: A Study of What and How Pre-registration Medical and Pharmacy Students Learn With, From and About Each Other in a Classroom Based Interprofessional Environment
Steven, K. A. (Author), Howden, S. (Supervisor), Mires, G. (Supervisor), O'Carroll, V. (Supervisor) & Strath, A. (Supervisor), 2019
Student thesis: Doctoral Thesis › Doctor of Medicine

Cite this

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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.",

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AU - Lafferty, Natalie

AU - Arnold, Amy

AU - Strath, Alison

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

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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.

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Toward interprofessional learning and education: Mapping common outcomes for prequalifying healthcare professional programs in the United Kingdom

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Student theses

Interprofessional Education between Medical and Pharmacy Students: A Study of What and How Pre-registration Medical and Pharmacy Students Learn With, From and About Each Other in a Classroom Based Interprofessional Environment

Cite this