Pitout Hanlie, Barnard-Ashton Paula, Adams Fasloen, du Toit Sanetta H J
Department of Occupational Therapy, Sefako Makgatho Health Sciences University, Pretoria, South Africa.
Teaching and Learning Office, Faculty of Health Sciences, Department of Occupational Therapy, University of Witwatersrand, Johannesburg, South Africa.
Med Sci Educ. 2025 Mar 4;35(3):1489-1502. doi: 10.1007/s40670-025-02337-4. eCollection 2025 Jun.
Integrating Interprofessional Education and Collaborative Practice (IPECP) into health professions curricula is recognized as a challenging task due to factors such as timing, curriculum overload, and resource availability. This study aimed to identify opportunities within courses across all health professions that would help students achieve the Interprofessional Education Collaborative (IPEC) Core Competencies. These competencies include (1) Values and Ethics, (2) Roles and Responsibilities, (3) Interprofessional Communication, and (4) Teams and Teamwork. A quantitative, cross-sectional document review was conducted, analyzing curriculum maps and documents from 11 healthcare professions at a South African university. This process involved 22 participants, comprising two representatives from each profession who possessed expertise in the content and teaching methods relevant to their field. They completed a structured survey using the REDCap platform, with guidance from the first author, who was knowledgeable about the IPEC competencies. The results indicated that the curricula of all professions incorporated the IPEC Core Competencies. Notably, the Values and Ethics competencies had the highest representation (mean = 101.2), while Teams and Teamwork were the least represented (mean = 64.6). Thus, the analysis of the curriculum maps provided valuable insights for curriculum planners, allowing them to identify gaps and overlaps. This information serves as a foundation for developing an integrated, longitudinal, evidence-based IPECP curriculum.
由于时间安排、课程负担过重和资源可用性等因素，将跨专业教育与协作实践（IPECP）纳入卫生专业课程被认为是一项具有挑战性的任务。本研究旨在确定所有卫生专业课程中的机会，以帮助学生实现跨专业教育协作（IPEC）核心能力。这些能力包括：（1）价值观与伦理，（2）角色与职责，（3）跨专业沟通，以及（4）团队与团队合作。开展了一项定量横断面文献综述，分析了南非一所大学11个医疗专业的课程地图和文件。这一过程有22名参与者，每个专业有两名代表，他们在各自领域的内容和教学方法方面拥有专业知识。他们在第一作者的指导下，使用REDCap平台完成了一项结构化调查，第一作者了解IPEC能力。结果表明，所有专业的课程都纳入了IPEC核心能力。值得注意的是，价值观与伦理能力的体现最为突出（平均=101.2），而团队与团队合作能力的体现最少（平均=64.6）。因此，对课程地图的分析为课程规划者提供了有价值的见解，使他们能够识别差距和重叠之处。这些信息为制定一个综合的、纵向的、基于证据的IPECP课程奠定了基础。
