Key Strategies for First-Time Interprofessional Teachers and those Developing New Interprofessional Education Programs

Eileen McKinlay, Louise Beckingsale, Sarah Donovan, Ben Darlow, Peter Gallagher, Ben Gray, Hazel Neser, Meredith Perry, Sue Pullon, Karen Coleman

Abstract


Background: Evidence that interprofessional education (IPE) leads to better teamwork and improved interprofessional collaboration has created a drive to establish pre-registration IPE health science and social care programs. Yet there is limited guidance available for teachers new to IPE.

Objectives: To provide first-time teachers practical strategies to undertake IPE.

Methods: Strategies developed from experience.

Findings: First-time IPE teachers should: try to join an existing IPE team; observe and collaborate with experienced IPE teachers; contribute to the development of new IPE programs; seek institutional support; undertake IPE evaluation and research; and gain high-level institutional endorsement.

Conclusions: Six strategies are designed to overcome commonly recognized problems
and enable first-time teachers to more confidently develop or engage in IPE,
thus supporting students to attain skills in interprofessional collaboration.


Keywords


Interprofessional education; Pre-registration; Students; Teachers; Professions; Curricula; Health sciences

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DOI: http://dx.doi.org/10.22230/jripe.2018v8n1a279