Curriculum Studies and Studies in Applied Linguistics, Faculty of Education, Western University, London, ON, Canada.
Anesthesiology and Pain Medicine Department, Faculty of Medicine, University of Montreal, Montreal, QC, Canada.
Hum Resour Health. 2022 Aug 26;20(1):65. doi: 10.1186/s12960-022-00759-4.
The purpose of this study was to (1) explore evidence provided by Canadian health and social care (HASC) academic programs in meeting their profession-specific interprofessional education (IPE)-relevant accreditation standards; (2) share successes, exemplars, and challenges experienced by HASC academic programs in meeting their IPE-relevant accreditation standards; and (3) articulate the impacts of IPE-relevant accreditation standards on enabling interprofessional learning to the global HASC academic community.
Profession-specific (bilingual, if requested) surveys were developed and emailed to the Deans/Academic Program Directors of eligible academic programs with a request to forward to the individual who oversees IPE accreditation. Responses were collated collectively and by profession. Open-ended responses associated with our first objective were deductively categorized to align with the five Accreditation of Interprofessional Health Education (AIPHE) standards domains. Responses to our additional questions associated with our second and third objectives were inductively categorized into themes.
RESULTS/DISCUSSION: Of the 270 HASC academic programs surveyed, 30% (n = 24) partially or completely responded to our questions. Of the 106 IPE-relevant standards where evidence was provided, 62% (n = 66) focused on the Educational Program, 88% of which (n = 58) were either met or partially met, and 47% (n = 31) of which focused on practice-based IPE. Respondents cited various exemplars and challenges in meeting IPE-relevant standards.
The overall sentiment was that IPE accreditation was a significant driver of the IPE curriculum and its continuous improvement. The array of exemplars described in this paper may be of relevance in advancing IPE implementation and accreditation across Canada and perhaps, more importantly, in countries where these processes are yet emerging.
本研究旨在：(1) 探索加拿大卫生和社会保健（HASC）学术课程提供的证据，以满足其专业特定的跨专业教育（IPE）相关认证标准；(2) 分享 HASC 学术课程在满足其 IPE 相关认证标准方面的成功经验、范例和挑战；(3) 向全球 HASC 学术界阐明 IPE 相关认证标准对促进跨专业学习的影响。
制定了专业特定（如有要求，为双语）的调查，并通过电子邮件发送给符合条件的学术课程的院长/学术项目主任，并要求他们转发给负责 IPE 认证的个人。对集体和按专业分类的回复进行了整理。与我们的第一个目标相关的开放式回复被演绎分类，以符合五个认可的跨专业卫生教育 (AIPHE) 标准领域。对我们的第二个和第三个目标的其他问题的回复被归纳为主题。
结果/讨论：在接受调查的 270 个 HASC 学术课程中，有 30%（n=24）部分或完全回答了我们的问题。在提供证据的 106 个 IPE 相关标准中，62%（n=66）侧重于教育计划，其中 88%（n=58）得到满足或部分满足，47%（n=31）侧重于基于实践的 IPE。受访者提到了在满足 IPE 相关标准方面的各种范例和挑战。
总体而言，IPE 认证是推动 IPE 课程及其持续改进的重要动力。本文描述的各种范例可能对在加拿大推进 IPE 实施和认证具有相关性，也许更重要的是，在这些流程尚处于起步阶段的国家。
