Designing interprofessional modules for undergraduate healthcare learners

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dc.contributor.author Maree, Catharina Magrieta (Carin)
dc.contributor.author Bresser, Philippa
dc.contributor.author Yazbek, Mariatha
dc.contributor.author Engelbrecht, L.
dc.contributor.author Mostert, Karien
dc.contributor.author Viviers, C.
dc.contributor.author Kekana, Maria
dc.date.accessioned 2018-04-19T07:28:42Z
dc.date.available 2018-04-19T07:28:42Z
dc.date.issued 2017-12
dc.description.abstract BACKGROUND : Interprofessional education aims to prepare learners to collaborate across specialties to provide high-quality healthcare. Internationally and nationally, the emerging need for integrated healthcare and education has been emphasised. The current education programme at the School of Health Care Sciences, University of Pretoria, South Africa primarily follows a uniprofessional approach. OBJECTIVES : To describe the development of interprofessional modules over 4 years between the departments of Human Nutrition, Nursing Science, Occupational Therapy, Physiotherapy and Radiography. METHODS : The Knowledge-to-Action model guided the module development process. The planning phase comprised three steps: (i) problem identification (e.g. national and international policy focus on interprofessional education); (ii) review of existing knowledge (e.g. common learning outcomes); and (iii) adaptation of knowledge to the local context (e.g. syllabi and logistics). RESULTS : The development of interprofessional modules can be guided by the above-mentioned model to meet the needs of the faculty, departments, students and community and to contribute to interprofessional education, while overcoming the associated challenges. CONCLUSION : Challenges included clashes in timetable schedules, financial constraints, administrative support, logistical issues and resistance to change. The designing and implementing of new modules were intense and time consuming, and required commitment. The development of the modules was an excellent example of interprofessional teamwork that needs to be transferred to the implementation and role modelling of interprofessional education. en_ZA
dc.description.department Human Nutrition en_ZA
dc.description.department Nursing Science en_ZA
dc.description.department Occupational Therapy en_ZA
dc.description.department Physiotherapy en_ZA
dc.description.department Radiography en_ZA
dc.description.librarian am2018 en_ZA
dc.description.sponsorship All costs were absorbed by the operational budgets of the departments. en_ZA
dc.description.uri http://www.ajhpe.org.za en_ZA
dc.identifier.citation Maree, C., Bresser, P., Yazbek, M. et al. 2017, 'Designing interprofessional modules for undergraduate healthcare learners', African Journal of Health Professions Education, vol. 9, no. 4, pp. 185-188. en_ZA
dc.identifier.issn 2078-5127
dc.identifier.other 10.7196/AJHPE.2017.v9i4.853
dc.identifier.uri http://hdl.handle.net/2263/64647
dc.language.iso en en_ZA
dc.publisher Health and Medical Publishing Group en_ZA
dc.rights © 2017 Health and Medical Publishing Group. This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0. en_ZA
dc.subject Interprofessional education en_ZA
dc.subject Learners en_ZA
dc.subject Community en_ZA
dc.subject Modules en_ZA
dc.subject Health care learners en_ZA
dc.title Designing interprofessional modules for undergraduate healthcare learners en_ZA
dc.type Article en_ZA


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