- There are issues of time and place when involving students from multiple professional schools
- There are different calendars, schedules, and philosophies of education
- Differences in fundamental curriculum structure inhibited learning together.
- so it was more difficult, philosophically and logistically, to merge disciplines, programmes, and colleges into one curriculum than was anticipated
- students might have some learning needs in common, but their chronological age, educational years, and maturation are so far apart that it may be difficult for them to learn together. So paying attention to the level of student development can enhance the outcomes of the learning experience (CPHPE Cluster Evalution Team,1997)
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
Monday, October 02, 2006
Shapes & premise
Multidisciplinary education had different shapes and could fall in a continuum from the classroom to clinical experiences and projects in communities.
Let's see, we have now kinds of multidisciplinary education
At one site, community "Grand Rounds" was taught in the community with multidisciplinary faculty and students.
At others, students teams implemented community projects; and students from different disciplines worked together in multidisciplinary teams treating patients in clinics focused on underserved populations.
There are two extremes
Underlying premise= learners would be better trained, value multidisciplinary practice, and pursue careers in primary care
This is the means for greater purpose, which is that patients will be treated better if we get this done!
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
page 10
Let's see, we have now kinds of multidisciplinary education
At one site, community "Grand Rounds" was taught in the community with multidisciplinary faculty and students.
At others, students teams implemented community projects; and students from different disciplines worked together in multidisciplinary teams treating patients in clinics focused on underserved populations.
There are two extremes
Underlying premise= learners would be better trained, value multidisciplinary practice, and pursue careers in primary care
This is the means for greater purpose, which is that patients will be treated better if we get this done!
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
page 10
Sustainability & barriers
...institutions operate in bureocratic ways that do not foster interdisciplinary cooperation-seen as essential to addressing community needs
...institutions were compartmentalized, political, and fragmented
...whatever the desired outcome of multidisciplinary education and community-based initiatives, it is unclear whether the element of teaming is sustained after external funding has ended and, if so, what features contribute to sustainability
-this last point is important if we want to research about the sustainability of CIPEL after the funding is finished (in five years)
-this raises the lack of clarity regarding what can make somethin sustainable
-the previous points are relevant because we have to find out what makes a multidisciplinary initiative to struggle.
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
page 9
...institutions were compartmentalized, political, and fragmented
...whatever the desired outcome of multidisciplinary education and community-based initiatives, it is unclear whether the element of teaming is sustained after external funding has ended and, if so, what features contribute to sustainability
-this last point is important if we want to research about the sustainability of CIPEL after the funding is finished (in five years)
-this raises the lack of clarity regarding what can make somethin sustainable
-the previous points are relevant because we have to find out what makes a multidisciplinary initiative to struggle.
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
page 9
Definition and value
Teaching students from multiple disciplines together is not new!
t-y-p-i-c-a-l This remains me e-portfolios and portfolios as the concept is not new!
Definitions have not been consistent! t-y-p-i-c-a-l
As in e-learning, definitions even the names are not consistens!
Pellegrino's Definition includes:
1)students from more than one health profession taught by faculty from one health profession
2)students in one health profession taught by faculty from more than one profession &
3)students from more than one health profession taught by faculty from more than one profession
Hammick's Definition (1998) used interchangeably, interprofessional, multiprofessional, shared, and collaborative as describing the nature of a group of professional and also the way the practitioners interact in learning and work situations.
For the authors of this article, "Multidisciplinary will be the term used to represent teams of students and faculty from multiple health professions disciplines working and/or learning together".
Little is known about the value of a multidisciplinary component to health professions education or about whether this component is maintained when external funding is gone!!!!
What is the value of this towards health professions? what is the contribution of this interprofessional education-learning
This is clearly an issue of what could happen to initiatives such as CIPEL with regards to funding
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
page 8
t-y-p-i-c-a-l This remains me e-portfolios and portfolios as the concept is not new!
Definitions have not been consistent! t-y-p-i-c-a-l
As in e-learning, definitions even the names are not consistens!
Pellegrino's Definition includes:
1)students from more than one health profession taught by faculty from one health profession
2)students in one health profession taught by faculty from more than one profession &
3)students from more than one health profession taught by faculty from more than one profession
Hammick's Definition (1998) used interchangeably, interprofessional, multiprofessional, shared, and collaborative as describing the nature of a group of professional and also the way the practitioners interact in learning and work situations.
For the authors of this article, "Multidisciplinary will be the term used to represent teams of students and faculty from multiple health professions disciplines working and/or learning together".
Little is known about the value of a multidisciplinary component to health professions education or about whether this component is maintained when external funding is gone!!!!
What is the value of this towards health professions? what is the contribution of this interprofessional education-learning
This is clearly an issue of what could happen to initiatives such as CIPEL with regards to funding
Lessons learned from implementing multidisciplinary health professions educations models in community settings
Harris, D.L; Henry, R.C; Bland, C.J; Starnaman, S.M; Voytek, K.L
Journal of interprofessional care Vol 17, N 1, 2003
page 8
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