School of Social Work, University of British Columbia, Vancouver, British Columbia, Canada.
J Interprof Care. 2010 Jan;24(1):9-18. doi: 10.3109/13561820903294549.
The College of Health Disciplines, at the University of British Columbia (UBC) has a long history of developing interprofessional learning opportunities for students and practitioners. Historically, many of the courses and programmes were developed because they intuitively made sense or because certain streams of funding were available at particular times. While each of them fit generally within our understanding of interprofessional education in the health and human service education programs, they were not systematically developed within an educational or theoretical framework. This paper discusses the model we have subsequently developed at the College for conceptualizing the various types of interprofessional experiences offered at UBC. It has been developed so that we can offer the broadest range of courses and most effective learning experiences for our students. Our model is based on the premise that there are optimal learning times for health and human services students (and practitioners) depending upon their stage of development as professionals in their respective disciplines and their readiness to learn and develop new perspectives on professional interaction.
不列颠哥伦比亚大学（UBC）健康学科学院长期以来一直为学生和从业者提供跨专业学习的机会。历史上，许多课程和项目的开发是因为它们直观上有意义，或者因为某些资金流在特定时间可用。虽然它们都符合我们对健康和人类服务教育项目中跨专业教育的一般理解，但它们并没有在教育或理论框架内系统地开发。本文讨论了我们随后在学院内为 UBC 提供的各种跨专业经验概念化而开发的模型。它的开发是为了让我们能够为学生提供最广泛的课程和最有效的学习体验。我们的模型基于这样一个前提，即健康和人类服务学生（和从业者）在各自学科的专业发展阶段以及他们学习和发展新的专业互动视角的准备程度上，都有最佳的学习时间。
