Kathryn Steven1,2, Stella Howden3, Gary Mires1, Iain Rowe2, Natalie Lafferty4, Amy Arnold2, Alison Strath2. 1. a School of Medicine , University of Dundee , Dundee , Scotland, UK. 2. b School of Pharmacy and Life Sciences , Robert Gordon University , Aberdeen , Scotland, UK. 3. c Centre for Medical Education, University of Dundee , Dundee , Scotland, UK. 4. d Library and Learning Centre, University of Dundee , Dundee , Scotland, UK.
Abstract
INTRODUCTION: Interprofessional education (IPE) continues to be a key component in prequalifying health professional education, with calls for regulators to publish a joint statement regarding IPE outcomes. To date, the regulatory documents for healthcare education in the United Kingdom have not been examined for common learning outcomes; information that could be used to inform such a statement and to identify opportunities for interprofessional learning. METHODS: A mapping of the outcomes/standards required by five, UK, health profession regulatory bodies was undertaken. This involved the identification of common outcomes, a keyword search and classification of common outcomes/standards; presented as themes and subthemes. RESULTS: Seven themes were identified: knowledge for practice, skills for practice, ethical approach, professionalism, continuing professional development (CPD), patient-centered approach and teamworking skills, representing 22 subthemes. Each subtheme links back to the outcomes/standards in the regulatory documents. CONCLUSIONS: This study identifies the key areas of overlap in outcomes/standards expected of selected healthcare graduates in the United Kingdom. The mapping provides a framework for informing prequalifying IPE curricula, for example, identifying possible foci for interprofessional education outcomes and associated learning opportunities. It allows reference back to the standards set by regulatory bodies, a requirement for all institutions involved in health profession education.
INTRODUCTION: Interprofessional education (IPE) continues to be a key component in prequalifying health professional education, with calls for regulators to publish a joint statement regarding IPE outcomes. To date, the regulatory documents for healthcare education in the United Kingdom have not been examined for common learning outcomes; information that could be used to inform such a statement and to identify opportunities for interprofessional learning. METHODS: A mapping of the outcomes/standards required by five, UK, health profession regulatory bodies was undertaken. This involved the identification of common outcomes, a keyword search and classification of common outcomes/standards; presented as themes and subthemes. RESULTS: Seven themes were identified: knowledge for practice, skills for practice, ethical approach, professionalism, continuing professional development (CPD), patient-centered approach and teamworking skills, representing 22 subthemes. Each subtheme links back to the outcomes/standards in the regulatory documents. CONCLUSIONS: This study identifies the key areas of overlap in outcomes/standards expected of selected healthcare graduates in the United Kingdom. The mapping provides a framework for informing prequalifying IPE curricula, for example, identifying possible foci for interprofessional education outcomes and associated learning opportunities. It allows reference back to the standards set by regulatory bodies, a requirement for all institutions involved in health profession education.
Authors: Hend E Abdelhakim; Louise Brown; Lizzie Mills; Anika Ahmad; James Hammell; Douglas G J McKechnie; Tin Wai Terry Ng; Rebecca Lever; Cate Whittlesea; Joe Rosenthal; Mine Orlu Journal: BMC Med Educ Date: 2022-08-10 Impact factor: 3.263