Key Strategies for First-Time Interprofessional Teachers and those Developing New Interprofessional Education Programs
DOI:
https://doi.org/10.22230/jripe.2018v8n1a279Keywords:
Interprofessional education, Pre-registration, Students, Teachers, Professions, Curricula, Health sciencesAbstract
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.
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