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International consensus statement on the assessment of interprofessional learning outcomes.

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Title: International consensus statement on the assessment of interprofessional learning outcomes.
Authors: Rogers, Gary D. (AUTHOR), Thistlethwaite, Jill E. (AUTHOR), Anderson, Elizabeth S. (AUTHOR), Abrandt Dahlgren, Madeleine (AUTHOR), Grymonpre, Ruby E. (AUTHOR), Moran, Monica (AUTHOR), Samarasekera, Dujeepa D. (AUTHOR)
Source: Medical Teacher. Apr2017, Vol. 39 Issue 4, p347-359. 13p.
Subjects: Interprofessional education, Educational outcomes, Learning, Teaching methods, Consensus (Social sciences), Professional education, Allied health personnel, Debate, Discussion, Curriculum, Interdisciplinary education, Interprofessional relations, Reflection (Philosophy), Students, Rating of students, Teams in the workplace, Adult education workshops, World Wide Web, Writing, Information resources, Professional practice, Health occupations school faculty, Teacher development
Geographic Terms: Australia, United Kingdom, North America
Abstract: Regulatory frameworks around the world mandate that health and social care professional education programs graduate practitioners who have the competence and capability to practice effectively in interprofessional collaborative teams. Academic institutions are responding by offering interprofessional education (IPE); however, there is as yet no consensus regarding optimal strategies for the assessment of interprofessional learning (IPL). The Program Committee for the 17th Ottawa Conference in Perth, Australia in March, 2016, invited IPE champions to debate and discuss the current status of the assessment of IPL. A draft statement from this workshop was further discussed at the global All Together Better Health VIII conference in Oxford, UK in September, 2016. The outcomes of these deliberations and a final round of electronic consultation informed the work of a core group of international IPE leaders to develop this document. The consensus statement we present here is the result of the synthesized views of experts and global colleagues. It outlines the challenges and difficulties but endorses a set of desired learning outcome categories and methods of assessment that can be adapted to individual contexts and resources. The points of consensus focus on pre-qualification (pre-licensure) health professional students but may be transferable into post-qualification arenas. [ABSTRACT FROM PUBLISHER]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd 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: Teacher Reference Center
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Apr2017, Vol. 39 Issue 4, p347-359. 13p.
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  Data: Regulatory frameworks around the world mandate that health and social care professional education programs graduate practitioners who have the competence and capability to practice effectively in interprofessional collaborative teams. Academic institutions are responding by offering interprofessional education (IPE); however, there is as yet no consensus regarding optimal strategies for the assessment of interprofessional learning (IPL). The Program Committee for the 17th Ottawa Conference in Perth, Australia in March, 2016, invited IPE champions to debate and discuss the current status of the assessment of IPL. A draft statement from this workshop was further discussed at the global All Together Better Health VIII conference in Oxford, UK in September, 2016. The outcomes of these deliberations and a final round of electronic consultation informed the work of a core group of international IPE leaders to develop this document. The consensus statement we present here is the result of the synthesized views of experts and global colleagues. It outlines the challenges and difficulties but endorses a set of desired learning outcome categories and methods of assessment that can be adapted to individual contexts and resources. The points of consensus focus on pre-qualification (pre-licensure) health professional students but may be transferable into post-qualification arenas. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd 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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        Value: 10.1080/0142159X.2017.1270441
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        Text: English
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        StartPage: 347
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      – SubjectFull: Interprofessional education
        Type: general
      – SubjectFull: Educational outcomes
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      – SubjectFull: Learning
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