Institute of Clinical Education, Warwick Medical School, University of Warwick, UK.
J Interprof Care. 2010 Sep;24(5):503-13. doi: 10.3109/13561820.2010.483366.
As part of a World Health Organization (WHO) initiative we searched the literature to explore defined learning outcomes for interprofessional education between 1988, when the last WHO technical report on interprofessional education was published, and 2009. We describe and synthesize findings from 88 citations over this 21 year period. There is a variety in the way learning outcomes are presented but there are many similarities between specific outcomes and/or objectives. Papers describing educational interventions do not always include specific outcomes or objectives. Our findings have been integrated into a list of learning outcomes with six categories for further debate and discussion. This project is part of a wider initiative initiated by the WHO in 2007 to review the current position of interprofessional education worldwide. It is also a sub-project of a learning and teaching grant funded by the Carrick Institute for Learning and Teaching within Australia. In this paper we use the CAIPE definition of interprofessional education: "Occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care" (Barr, 2002 ).
作为世界卫生组织（WHO）倡议的一部分，我们搜索了文献，以探讨 1988 年最后一次发布关于医际教育的 WHO 技术报告以来至 2009 年期间的医际教育的明确学习成果。我们描述并综合了这 21 年期间 88 篇引文的发现。学习成果的呈现方式多种多样，但具体成果和/或目标之间有许多相似之处。描述教育干预的论文并不总是包括具体的成果或目标。我们的研究结果已被纳入一个学习成果列表中，该列表有六个类别，供进一步辩论和讨论。该项目是世界卫生组织 2007 年发起的一项更广泛倡议的一部分，旨在审查全球医际教育的现状。它也是澳大利亚卡里克学习与教学学院资助的学习和教学拨款的一个子项目。在本文中，我们使用 CAIPE 对医际教育的定义：“两个或多个专业共同学习、相互学习和向彼此学习，以改善协作和护理质量”（Barr，2002）。
