Making Interprofessional Education Work: The Strategic Roles of the Academy
Making Interprofessional Education Work: The Strategic Roles of the Academy
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DOI：
10.1097/acm.0b013e3181850a75
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发表时间：
2008-10-01
影响因子：
7.4
通讯作者：
Rouleau, Michel
中科院分区：
文献类型：
--
作者：
Ho, Kendall;Jarvis-Selinger, Sandra;Rouleau, Michel
医学院（即学校）及其姊妹健康学科学院可以成为促进、培养和指导跨专业教育（IPE）的重要组织工具。作者提供了他们在 2007 年收集的有关加拿大五个 IPE 项目的信息，以确定促进机构环境内实现成功 IPE 转型变革的关键因素，包括 (1) 成功的项目如何开始，(2) 成功的项目如何影响学术界偏向变革，以及 (3) 学术界支持和延续项目成功的方式。首先，他们审查了促进 IPE 实施的关键因素的证据，其中包括 (1) 共同愿景、价值观和目标共享，(2) 实践和学习中协作工作的机会，(3) 教职员工的专业发展，(4) 在实践和组织领导中支持 IPE 的个人，以及 (5) 对可持续性的关注。随后，他们回顾了有关 IPE 成功必须解决的障碍和挑战的基于文献的见解，包括 (1) 专业实践之间、(2) 学术界与专业之间、(3) 个人与教职人员之间的障碍和挑战；他们还讨论了参与者和机构的社会背景。作者最后建议机构需要采取哪些措施将 IPE 纳入三个层面的核心教育：微观（教师中的个人可以做什么）；微观（教师中的个人可以做什么）；中观（教师可以促进什么）；宏观（学术机构如何在健康教育和实践体系中发挥影响力）。
Faculties (i.e., schools) of medicine along with their sister health discipline faculties can be important organizational vehicles to promote, cultivate, and direct interprofessional education (IPE). The authors present information they gathered in 2007 about five Canadian IPE programs to identify key factors facilitating transformational change within institutional settings toward successful IPE, including (1) how successful programs start, (2) the ways successful programs influence academia to bias toward change, and (3) the ways academia supports and perpetuates the success of programs. Initially, they examine evidence regarding key factors that facilitate IPE implementation, which include (1) common vision, values, and goal sharing, (2) opportunities for collaborative work in practice and learning, (3) professional development of faculty members, (4) individuals who are champions of IPE in practice and in organizational leadership, and (5) attention to sustainability. Subsequently, they review literature-based insights regarding barriers and challenges in IPE that must be addressed for success, including barriers and challenges (1) between professional practices, (2) between academia and the professions, and (3) between individuals and faculty members; they also discuss the social context of the participants and institutions. The authors conclude by recommending what is needed for institutions to entrench IPE into core education at three levels: micro (what individuals in the faculty can do); meso (what a faculty can promote); and macro (how academic institutions can exert its influence in the health education and practice system).