Jarvis-Selinger Sandra, Ho Kendall, Lauscher Helen Novak, Liman Yolanda, Stacy Elizabeth, Woollard Robert, Buote Denise
Division of Continuing Professional Development and Knowledge Translation, University of British Columbia, Vancouver, British Columbia, Canada.
J Interprof Care. 2008;22 Suppl 1:61-72. doi: 10.1080/13561820802052931.
A survey of the health professional curriculum at the University of British Columbia revealed a need for improvements in education relating to Aboriginal health. At the same time, interprofessional education has been increasingly viewed as an essential aspect of sustainable health care reform. Interprofessional approaches to education and community practice have the potential to contribute to improvements in access to care, as well as health professional recruitment in underserved communities. While the benefits of interprofessional approaches have been identified, there are few published examples of the application of interprofessional learning and care in Aboriginal communities. This article describes the co-development by university and community partners of an accredited interprofessional, practice-based Aboriginal health course. Seed funding for this course was originally granted in November 2004 for a demonstration project led by the UBC Faculty of Medicine from a national Primary Health Care Renewal initiative focused on Social Accountability, namely "Issues of Quality and Continuing Professional Development: Maintenance of Competence" (referred to as CPDiQ project). This article presents findings from the development and implementation of this innovative course, run as a pilot during the summer of 2006 in two Aboriginal communities in British Columbia, Canada. Recommendations for integrating Aboriginal perspectives and foregrounding principles of social accountability in interprofessional health curricula are highlighted. In addition, successes and challenges are described related to garnering administrative and curricular support among the various health disciplines, interprofessional scheduling, and fostering cross-discipline understanding and communication.
一项对英属哥伦比亚大学健康专业课程的调查显示，在与原住民健康相关的教育方面需要改进。与此同时，跨专业教育越来越被视为可持续医疗改革的一个重要方面。跨专业的教育和社区实践方法有可能有助于改善医疗服务的可及性，以及在服务不足社区招募健康专业人员。虽然跨专业方法的益处已得到认可，但在原住民社区应用跨专业学习和护理的公开实例却很少。本文描述了大学和社区合作伙伴共同开发的一门经认可的、基于实践的跨专业原住民健康课程。该课程的种子资金最初于2004年11月由英属哥伦比亚大学医学院牵头的一个示范项目从一项专注于社会问责制的全国初级卫生保健更新倡议中获得，即“质量与持续专业发展问题：能力维持”（简称CPDiQ项目）。本文介绍了这一创新课程在2006年夏季于加拿大英属哥伦比亚省的两个原住民社区作为试点运行期间的开发和实施结果。文中强调了在跨专业健康课程中纳入原住民观点并突出社会问责制原则的建议。此外，还描述了在获得各健康学科的行政和课程支持、跨专业课程安排以及促进跨学科理解和沟通方面的成功与挑战。
