Quantifying Interprofessional Learning In Health Professional Programs: The University of Manitoba Experience.
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| Title: | Quantifying Interprofessional Learning In Health Professional Programs: The University of Manitoba Experience. |
|---|---|
| Authors: | Grymonpre, Ruby E.1 Ruby.Grymonpre@umanitoba.ca, Dean, Heather J.1, Wener, Pamela F.1, Ready, A. Elizabeth1, MacDonald, Laura L.1, Holmqvist, Maxine E.1, Fricke, Moni W.1, James, Maria2 |
| Source: | Canadian Journal of Higher Education. 2016, Vol. 46 Issue 4, p94-114. 21p. |
| Subject Terms: | *Interprofessional education, *Medical education, *Schools, *Learning |
| Geographic Terms: | Canada |
| Company/Entity: | University of Manitoba |
| Abstract (English): | Internationally, a growing number of interprofessional education (IPE) offices are being established within academic institutions. However, few are applying educational improvement methodologies to evaluate and improve the interprofessional (IP) learning opportunities offered. The University of Manitoba IPE Initiative was established in 2008 to facilitate the development of IP learning opportunities for pre-licensure learners. The research question for this secondary analysis was: what, if any, changes in the number and attributes of IP learning opportunities occurred in the academic year 2008-2009 compared to 2011-2012? The Points for Interprofessional Scoring (PIPES) tool was used to quantify the attributes of each IP learning opportunity. Most notably in 2012, eight (73%) of 11 IP learning opportunities achieved the highest PIPES score (> 55), compared to only four (36%) in 2009. The concept of the PIPES score is introduced as an educational improvement strategy and a potential predictor of achieving the desired educational outcome: collaborative competence. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Les institutions académiques du monde accueillent de plus en plus de bureaux d'éducation interprofessionnelle. Par contre, très peu mettent en pratique des méthodologies d'amélioration de l'enseignement pour évaluer et améliorer ces occasions d'apprentissage interprofessionnelles (OAI). En 2008, afin de faciliter la création de telles occasions pour les apprenants avant l'obtention de leur permis de pratique, l'Université du Manitoba lançait l'initiative d'éducation interprofessionnelle. Elle voulait savoir s'il existait des différences dans les nombres et les attributs des OAI entre les années 2008-2009 et 2011- 2012. Les attributs de chaque OAI ont été quantifiés en utilisant une version adaptée de l'outil « Points for Interprofessional Scoring » ou (PIPEs). En 2012 notamment, 73 % d'occasions d'apprentissage interprofessionnel (soit 8 sur 11) avait atteint le score PIPES (>55) le plus élevé, comparativement à 36 % en 2009. Le concept du score « PIPES » est présenté comme une stratégie d'amélioration du secteur de l'éducation et comme un potentiel de prédiction du résultat éducationnel désiré : une compétence collaborative. [ABSTRACT FROM AUTHOR] |
| Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 121088465 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Quantifying Interprofessional Learning In Health Professional Programs: The University of Manitoba Experience. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Grymonpre%2C+Ruby+E%2E%22">Grymonpre, Ruby E.</searchLink><relatesTo>1</relatesTo><i> Ruby.Grymonpre@umanitoba.ca</i><br /><searchLink fieldCode="AR" term="%22Dean%2C+Heather+J%2E%22">Dean, Heather J.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Wener%2C+Pamela+F%2E%22">Wener, Pamela F.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ready%2C+A%2E+Elizabeth%22">Ready, A. Elizabeth</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22MacDonald%2C+Laura+L%2E%22">MacDonald, Laura L.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Holmqvist%2C+Maxine+E%2E%22">Holmqvist, Maxine E.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Fricke%2C+Moni+W%2E%22">Fricke, Moni W.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22James%2C+Maria%22">James, Maria</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Canadian+Journal+of+Higher+Education%22">Canadian Journal of Higher Education</searchLink>. 2016, Vol. 46 Issue 4, p94-114. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Interprofessional+education%22">Interprofessional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22University+of+Manitoba%22">University of Manitoba</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Internationally, a growing number of interprofessional education (IPE) offices are being established within academic institutions. However, few are applying educational improvement methodologies to evaluate and improve the interprofessional (IP) learning opportunities offered. The University of Manitoba IPE Initiative was established in 2008 to facilitate the development of IP learning opportunities for pre-licensure learners. The research question for this secondary analysis was: what, if any, changes in the number and attributes of IP learning opportunities occurred in the academic year 2008-2009 compared to 2011-2012? The Points for Interprofessional Scoring (PIPES) tool was used to quantify the attributes of each IP learning opportunity. Most notably in 2012, eight (73%) of 11 IP learning opportunities achieved the highest PIPES score (> 55), compared to only four (36%) in 2009. The concept of the PIPES score is introduced as an educational improvement strategy and a potential predictor of achieving the desired educational outcome: collaborative competence. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (French) Group: Ab Data: Les institutions académiques du monde accueillent de plus en plus de bureaux d'éducation interprofessionnelle. Par contre, très peu mettent en pratique des méthodologies d'amélioration de l'enseignement pour évaluer et améliorer ces occasions d'apprentissage interprofessionnelles (OAI). En 2008, afin de faciliter la création de telles occasions pour les apprenants avant l'obtention de leur permis de pratique, l'Université du Manitoba lançait l'initiative d'éducation interprofessionnelle. Elle voulait savoir s'il existait des différences dans les nombres et les attributs des OAI entre les années 2008-2009 et 2011- 2012. Les attributs de chaque OAI ont été quantifiés en utilisant une version adaptée de l'outil « Points for Interprofessional Scoring » ou (PIPEs). En 2012 notamment, 73 % d'occasions d'apprentissage interprofessionnel (soit 8 sur 11) avait atteint le score PIPES (>55) le plus élevé, comparativement à 36 % en 2009. Le concept du score « PIPES » est présenté comme une stratégie d'amélioration du secteur de l'éducation et comme un potentiel de prédiction du résultat éducationnel désiré : une compétence collaborative. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 94 Subjects: – SubjectFull: Interprofessional education Type: general – SubjectFull: Medical education Type: general – SubjectFull: Schools Type: general – SubjectFull: Learning Type: general – SubjectFull: Canada Type: general – SubjectFull: University of Manitoba Type: general Titles: – TitleFull: Quantifying Interprofessional Learning In Health Professional Programs: The University of Manitoba Experience. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Grymonpre, Ruby E. – PersonEntity: Name: NameFull: Dean, Heather J. – PersonEntity: Name: NameFull: Wener, Pamela F. – PersonEntity: Name: NameFull: Ready, A. Elizabeth – PersonEntity: Name: NameFull: MacDonald, Laura L. – PersonEntity: Name: NameFull: Holmqvist, Maxine E. – PersonEntity: Name: NameFull: Fricke, Moni W. – PersonEntity: Name: NameFull: James, Maria IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: 2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 03161218 Numbering: – Type: volume Value: 46 – Type: issue Value: 4 Titles: – TitleFull: Canadian Journal of Higher Education Type: main |
| ResultId | 1 |
