Key Strategies for First-Time Interprofessional Teachers and those Developing New Interprofessional Education Programs

Authors

  • Eileen McKinlay Associate Professor Department of Primary Health Care and General Practice University of Otago Wellington New Zealand
  • Louise Beckingsale
  • Sarah Donovan
  • Ben Darlow University of Otago Wellington
  • Peter Gallagher
  • Ben Gray
  • Hazel Neser
  • Meredith Perry
  • Sue Pullon
  • Karen Coleman

DOI:

https://doi.org/10.22230/jripe.2018v8n1a279

Keywords:

Interprofessional education, Pre-registration, Students, Teachers, Professions, Curricula, Health sciences

Abstract

Background: Evidence that interprofessional education (IPE) leads to better teamwork and improved interprofessional collaboration has created a drive to establish pre-registration IPE health science and social care programs. Yet there is limited guidance available for teachers new to IPE.

Objectives: To provide first-time teachers practical strategies to undertake IPE.

Methods: Strategies developed from experience.

Findings: First-time IPE teachers should: try to join an existing IPE team; observe and collaborate with experienced IPE teachers; contribute to the development of new IPE programs; seek institutional support; undertake IPE evaluation and research; and gain high-level institutional endorsement.

Conclusions: Six strategies are designed to overcome commonly recognized problems
and enable first-time teachers to more confidently develop or engage in IPE,
thus supporting students to attain skills in interprofessional collaboration.

Author Biography

Eileen McKinlay, Associate Professor Department of Primary Health Care and General Practice University of Otago Wellington New Zealand

Eileen McKinlay is a registered nurse by background. She teaches and researchs in long-term conditions management, palliative care, medical education, interprofessional practice and interprofessional education.

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Published

2018-12-21

Issue

Section

Articles: Methodology