a School of Medicine and Health Institute for the Development of Education and Scholarship (Health IDEAS), Griffith University , Gold Coast , Australia.
b School of Communication, University of Technology , Sydney , Australia.
Med Teach. 2017 Apr;39(4):347-359. doi: 10.1080/0142159X.2017.1270441. Epub 2016 Dec 26.
Regulatory frameworks around the world mandate that health and social care professional education programs graduate practitioners who have the competence and capability to practice effectively in interprofessional collaborative teams. Academic institutions are responding by offering interprofessional education (IPE); however, there is as yet no consensus regarding optimal strategies for the assessment of interprofessional learning (IPL). The Program Committee for the 17th Ottawa Conference in Perth, Australia in March, 2016, invited IPE champions to debate and discuss the current status of the assessment of IPL. A draft statement from this workshop was further discussed at the global All Together Better Health VIII conference in Oxford, UK in September, 2016. The outcomes of these deliberations and a final round of electronic consultation informed the work of a core group of international IPE leaders to develop this document. The consensus statement we present here is the result of the synthesized views of experts and global colleagues. It outlines the challenges and difficulties but endorses a set of desired learning outcome categories and methods of assessment that can be adapted to individual contexts and resources. The points of consensus focus on pre-qualification (pre-licensure) health professional students but may be transferable into post-qualification arenas.
世界各地的监管框架都要求卫生和社会保健专业教育项目培养出有能力和能力在跨专业协作团队中有效实践的从业者。学术机构正在通过提供跨专业教育（IPE）来应对，但对于跨专业学习（IPL）的评估最佳策略尚未达成共识。2016 年 3 月在澳大利亚珀斯举行的第 17 届渥太华会议的计划委员会邀请 IPE 拥护者辩论和讨论 IPL 评估的现状。该研讨会的一份草案声明在 2016 年 9 月在英国牛津举行的全球“All Together Better Health VIII”会议上进一步进行了讨论。这些审议的结果和最后一轮电子协商为一组国际 IPE 领导人的核心小组开展这项工作提供了信息。我们在这里提出的共识声明是专家和全球同事综合观点的结果。它概述了挑战和困难，但认可了一系列期望的学习成果类别和评估方法，可以适应个别情况和资源。共识要点侧重于资格前（许可前）卫生专业学生，但可能适用于资格后领域。
