Faculty Development for Continuing Interprofessional Education and Collaborative Practice
Faculty Development for Continuing Interprofessional Education and Collaborative Practice
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DOI：
10.1097/ceh.0000000000000178
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发表时间：
2017-09-01
影响因子：
1.8
通讯作者：
Leslie, Karen
中科院分区：
文献类型：
--
作者：
Silver, Ivan L.;Leslie, Karen
本文提出了继续跨专业教育（CIPE）和协作实践中教师发展的框架。该框架建立在教师发展和 CIPE 的最佳实践之上。它借鉴了当地在教师发展计划的制定、实施和评估方面的经验，以提高在医疗保健环境中传播与专业间教育（IPE）和专业间合作（IPC）相关概念的能力。跨专业教育已在临床环境中得到证明，可以增强跨专业合作、患者护理和健康结果。通过教师发展中的课程设计、教学方法和教育策略，可以增强 IPE 在临床环境中的影响。教师发展活动本身可以塑造有效的跨专业教育方法和实践。概述了 IPE 课程以及教学和教育策略。建议制定战略规划，包括应用系统方法、关注有效学习原则以及基于结果的课程设计，以制定持续的 IPE 教师发展计划，以加强专业间合作。
This article proposes a framework for faculty development in continuing interprofessional education (CIPE) and collaborative practice. The framework is built on best practices in faculty development and CIPE. It was informed by local experience in the development, delivery, and evaluation of a faculty development program to promote capacity for dissemination of concepts relating to interprofessional education (IPE) and interprofessional collaboration (IPC) in health care environments. Interprofessional education has been demonstrated in clinical contexts to enhance interprofessional collaboration, patient care, and health outcomes. With curriculum design, teaching methods, and educational strategies in faculty development, it is possible to enhance the impact of IPE in clinical contexts. Faculty development activities themselves can model effective interprofessional education methods and practice. An IPE curriculum and teaching and education strategies are outlined. Strategic planning, including the application of a systems approach, attention to the principles of effective learning, and an outcomes-based curriculum design are recommended for the development of continuing IPE faculty development programs that enhance interprofessional collaboration.