Duncan Madeleine, Alperstein Melanie, Mayers Pat, Olckers Lorna, Gibbs Trevor
School of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa.
Med Teach. 2006 Feb;28(1):59-63. doi: 10.1080/01421590500312888.
Undergraduate inter- and multi-professional education has traditionally aimed to develop health professionals who are able to collaborate effectively in comprehensive healthcare delivery. The respective professions learn from and about each other through comparisons of roles, responsibilities, powers, duties and perspectives in order to promote integrated service. Described here is the educational rationale of a multi-professional course with a difference; one that injects value to undergraduate health professional education through the development of critical cross-field knowledge, skills and attitudes that unite rather than differentiate professions. The aim of this course, offered at the Faculty of Health Sciences, University of Cape Town, is to lay an integrated, pan-professional foundation for the advancement of collective commitment to and understanding of national health and social development objectives such as primary health care, human rights and professionalism. Pan-professional refers to curriculum content that is core and of critical relevance to all participating professions. What is learned, how it is learned, how learning is facilitated and how it is applied, has been co-constructed by a multi-professional design team representing a range of health professions (audiology, medicine, occupational therapy, nursing, physiotherapy and speech therapy) and academic disciplines (anthropology, sociology, psychology, history, African studies and social development, information technology and language literacy). Education specialists facilitate the ongoing design process ensuring that the structure and content of the curriculum complies with contemporary adult learning principles and national higher education imperatives. Designing the original curriculum required the deconstruction of intra-professional and disciplinary canons of knowledge and ways of 'doing things' in order to identify and develop shared interpretations of critical epistemology and axiology for health professional practice in the South African context. This enabled the alignment of the learning objectives, at first year level, of all the represented professions. The educational rationale guiding the curriculum design process is discussed in Part 1 of two articles. Part 2 describes the 'nuts and bolts' or practicalities of the curriculum design process.
传统上，本科阶段的跨专业和多专业教育旨在培养能够在综合医疗服务中有效协作的卫生专业人员。各专业通过比较角色、责任、权力、职责和观点来相互学习，以促进综合服务。这里描述的是一门与众不同的多专业课程的教育理念；该课程通过培养关键的跨领域知识、技能和态度，为本科卫生专业教育注入价值，这些知识、技能和态度能够团结而非区分各专业。这门在开普敦大学健康科学学院开设的课程的目标是，为集体致力于并理解国家卫生和社会发展目标（如初级卫生保健、人权和专业精神）奠定综合的、跨专业的基础。跨专业指的是课程内容是所有参与专业的核心且具有关键相关性。所学内容、学习方式、学习如何得到促进以及如何应用，都是由一个代表一系列卫生专业（听力学、医学、职业治疗、护理、物理治疗和言语治疗）和学术学科（人类学、社会学、心理学、历史、非洲研究与社会发展、信息技术和语言素养）的多专业设计团队共同构建的。教育专家推动持续的设计过程，确保课程的结构和内容符合当代成人学习原则以及国家高等教育要求。设计原始课程需要解构专业内和学科的知识准则以及“做事”方式，以便在南非背景下确定并发展对健康专业实践关键认识论和价值论的共同理解。这使得所有代表专业在一年级的学习目标保持一致。两篇文章的第一部分讨论了指导课程设计过程的教育理念。第二部分描述了课程设计过程的“具体细节”或实际情况。
