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Interprofessional education: a concept analysis.

Olenick M, Allen LR, Smego RA - Adv Med Educ Pract (2010)

Bottom Line: Furthermore, there are several different interpretations, overlapping terminologies, interchangeable terms, and a lack of uniformity of a definition for interprofessional education.This concept analysis determines the attributes and characteristics of interprofessional education, develops an operational definition that fits all health-related disciplines, defines common goals, and improves overall clarity, consensus, consistency, and understanding of interprofessional education among educators, professionals, and researchers.Through effective incorporation of interprofessional education into curricular and practice settings, optimal patient-centered outcomes can potentially result as effective and highly integrated teams facilitate and optimize collaborative patient care and safety.

View Article: PubMed Central - PubMed

Affiliation: The Commonwealth Medical College, Scranton, PA, USA.

ABSTRACT
Interprofessional education is broadly defined as a teaching and learning process that fosters collaborative work between two or more health care professions. Interprofessional education, as a proven, beneficial approach to collaborative learning that addresses the problems of fragmentation in health care delivery and separation among health care professionals, is frequently promulgated but not always successfully implemented. Furthermore, there are several different interpretations, overlapping terminologies, interchangeable terms, and a lack of uniformity of a definition for interprofessional education. This concept analysis determines the attributes and characteristics of interprofessional education, develops an operational definition that fits all health-related disciplines, defines common goals, and improves overall clarity, consensus, consistency, and understanding of interprofessional education among educators, professionals, and researchers. Through effective incorporation of interprofessional education into curricular and practice settings, optimal patient-centered outcomes can potentially result as effective and highly integrated teams facilitate and optimize collaborative patient care and safety.

No MeSH data available.


Related in: MedlinePlus

Illustration of operationalized terms related to interprofessional education (IPE0).
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f2-amep-1-075: Illustration of operationalized terms related to interprofessional education (IPE0).

Mentions: The concepts most closely related to IPE include interdisciplinary education and multidisciplinary education. Illustrated representations of interprofessional, interdisciplinary, and multidisciplinary practice are shown in Figure 2. Merriam-Webster defines interdisciplinary as the involvement of two or more disciplines that share information and decisions together.33 However, in an interdisciplinary representation (Figure 2) there is interaction between professions but little, if any, sharing of values or knowledge. Interdisciplinary education lacks a clear process and coordination of education of the disciplines since, although the disciplines practice together, they are not truly collaborative and integrated with priority focus on the patient. Care is not necessarily patient-centered and each circle stands alone indicating that professions implement separately and are separately accountable.


Interprofessional education: a concept analysis.

Olenick M, Allen LR, Smego RA - Adv Med Educ Pract (2010)

Illustration of operationalized terms related to interprofessional education (IPE0).
© Copyright Policy
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC3643133&req=5

f2-amep-1-075: Illustration of operationalized terms related to interprofessional education (IPE0).
Mentions: The concepts most closely related to IPE include interdisciplinary education and multidisciplinary education. Illustrated representations of interprofessional, interdisciplinary, and multidisciplinary practice are shown in Figure 2. Merriam-Webster defines interdisciplinary as the involvement of two or more disciplines that share information and decisions together.33 However, in an interdisciplinary representation (Figure 2) there is interaction between professions but little, if any, sharing of values or knowledge. Interdisciplinary education lacks a clear process and coordination of education of the disciplines since, although the disciplines practice together, they are not truly collaborative and integrated with priority focus on the patient. Care is not necessarily patient-centered and each circle stands alone indicating that professions implement separately and are separately accountable.

Bottom Line: Furthermore, there are several different interpretations, overlapping terminologies, interchangeable terms, and a lack of uniformity of a definition for interprofessional education.This concept analysis determines the attributes and characteristics of interprofessional education, develops an operational definition that fits all health-related disciplines, defines common goals, and improves overall clarity, consensus, consistency, and understanding of interprofessional education among educators, professionals, and researchers.Through effective incorporation of interprofessional education into curricular and practice settings, optimal patient-centered outcomes can potentially result as effective and highly integrated teams facilitate and optimize collaborative patient care and safety.

View Article: PubMed Central - PubMed

Affiliation: The Commonwealth Medical College, Scranton, PA, USA.

ABSTRACT
Interprofessional education is broadly defined as a teaching and learning process that fosters collaborative work between two or more health care professions. Interprofessional education, as a proven, beneficial approach to collaborative learning that addresses the problems of fragmentation in health care delivery and separation among health care professionals, is frequently promulgated but not always successfully implemented. Furthermore, there are several different interpretations, overlapping terminologies, interchangeable terms, and a lack of uniformity of a definition for interprofessional education. This concept analysis determines the attributes and characteristics of interprofessional education, develops an operational definition that fits all health-related disciplines, defines common goals, and improves overall clarity, consensus, consistency, and understanding of interprofessional education among educators, professionals, and researchers. Through effective incorporation of interprofessional education into curricular and practice settings, optimal patient-centered outcomes can potentially result as effective and highly integrated teams facilitate and optimize collaborative patient care and safety.

No MeSH data available.


Related in: MedlinePlus