Faculty development for interprofessional education and practice

This source preferred by Sarah Hean

Authors: Anderson, L., Hean.S., O'Halloran, C., Pitt, R. and Hammick, M.

Editors: Steinert, Y.

Publisher: Springer

Place of Publication: New York

Interprofessional education (IPE) is a response to specific changes within health and social care delivery in the twenty first century, aimed at facilitating the deliv-ery of integrated services and patient-focused care. IPE is shaped by a commit-ment to safe, patient-centred collaborative practice by national governments worldwide, including the United Kingdom (Department of Health 2001), Canada (Health Canada 2001), Australia (Australian Council for Safety and Quality in Health Care 2005) and the United States of America (Cerra & Brandt 2011) and global workforce policy (WHO 2010).

In this chapter, we will look at how faculty development can prepare faculty to deliver a workable curriculum for the local context and in the process advance faculty members’ skills to teach, implement and offer IPE that assures student en-gagement. In addition, we explore how IPE has the potential to involve practition-ers in deeper reflection and analysis of their collaborative working. This, in turn, enhances patient care. Our examples are mainly drawn from undergraduate curric-ulum development, but they apply equally to post-graduate, classroom and prac-tice-based IPE. We acknowledge the challenges educators face in the development and delivery of effective IPE, outlining how these can be overcome. Using a theo-retical curriculum model, we show how these challenges can be managed and how we can bring IPE practitioners together as a community of practice.

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Authors: Anderson, L., Hean, S., O'Halloran, C., Pitt, R. and Hammick, M.

Pages: 287-310

ISBN: 9789400776111

DOI: 10.1007/978-94-007-7612-8_14

© Springer Science+Business Media Dordrecht 2014. Faculty development is essential to ensure effective interprofessional education and practice and to address the challenges of embedding interprofessional learning within health and social care professional curricula. Participating in interprofessional faculty development initiatives involves thinking outside personal professional boundaries and becoming a co-creator of interprofessional knowledge about education practices. Interprofessional faculty development should aim to support faculty members responsible for the written, delivered, and experienced curriculum, and help to align these with each other as closely as possible. Interprofessional faculty development is an on-going process of supporting and assisting the development of staff, shaped by the experiences of faculty members and students, theory, and current educational, health, and social care contexts.

The data on this page was last updated at 05:10 on February 18, 2020.