Patel Gunaldo Tina, Brisolara Kari Fitzmorris, Davis Alison H, Moore Robert
a Center for Interprofessional Education and Collaborative Practice , Louisiana State University Health New Orleans , New Orleans , Louisiana , USA.
b Department of Environmental and Occupational Health Sciences, School of Public Health , Louisiana State University Health New Orleans , New Orleans , Louisiana , USA.
J Interprof Care. 2017 May;31(3):394-396. doi: 10.1080/13561820.2017.1285273. Epub 2017 Mar 8.
In the United States, the Interprofessional Education Collaborative (IPEC) developed four core competencies for interprofessional collaborative practice. Even though the IPEC competencies and respective sub-competencies were not created in a hierarchal manner, one might reflect upon a logical progression of learning as well as learners accruing skills allowing them to master one level of learning and building on the aggregate of skills before advancing to the next level. The Louisiana State University Health-New Orleans Center for Interprofessional Education and Collaborative Practice (CIPECP) determined the need to align the sub-competencies with the level of behavioural expectations in order to simplify the process of developing an interprofessional education experience targeted to specific learning levels. In order to determine the most effective alignment, CIPECP discussions revolved around current programmatic expectations across the institution. Faculty recognised the need to align sub-competencies with student learning objectives. Simultaneously, a progression of learning existing within each of the four IPEC domains was noted. Ultimately, the faculty and staff team agreed upon categorising the sub-competencies in a hierarchical manner for the four domains into either a "basic, intermediate, or advanced" level of competency.
在美国，跨专业教育协作组织（IPEC）制定了跨专业协作实践的四项核心能力。尽管IPEC的能力及各自的子能力并非以层级方式创建，但人们可以思考学习的逻辑 progression 以及学习者积累技能的过程，使他们能够掌握一个学习 level，并在技能总和的基础上继续前进到下一个 level。路易斯安那州立大学新奥尔良健康中心跨专业教育与协作实践中心（CIPECP）确定有必要将子能力与行为期望水平相匹配，以简化针对特定学习水平开发跨专业教育体验的过程。为了确定最有效的匹配方式，CIPECP的讨论围绕着整个机构当前的项目期望展开。教师们认识到需要将子能力与学生学习目标相匹配。同时，注意到在IPEC的四个领域中的每一个领域内都存在学习的 progression。最终，教师和工作人员团队同意以层级方式将四个领域的子能力分为“基础、中级或高级”能力水平。
