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Related Experiment Videos

Compete or complement? An interdisciplinary approach to training health professionals.

L W Lowry1, C M Burns, A A Smith

  • 1College of Nursing, East Tennessee State University, Johnson City, USA.

Nursing and Health Care Perspectives
|January 6, 2001
PubMed
Summary
This summary is machine-generated.

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Educating health professions students for interdisciplinary teams is challenging. This study outlines a new model developed by University of South Florida educators to guide interdisciplinary team education.

Area of Science:

  • Health Professions Education
  • Interdisciplinary Healthcare
  • Team-Based Learning

Background:

  • Educating future practitioners for interdisciplinary team collaboration is a persistent challenge in healthcare.
  • Traditional healthcare education models often feature discipline-bound approaches with hierarchical team structures.
  • Current recommendations advocate for a shift towards future-oriented, interdisciplinary teaching and learning models.

Purpose of the Study:

  • To develop and describe a model for guiding the interdisciplinary education of students from four health professions.
  • To address the challenge of preparing students for effective interdisciplinary team practice.
  • To model interdisciplinary collaboration through the educators' own team processes.

Main Methods:

Related Experiment Videos

  • Formation of an interdisciplinary team of educators from four health professions at the University of South Florida.
  • Description of the initial phase of model development, focusing on four critical steps.
  • Development of a common goal, team process, interaction model, and community support networks.

    • Main Results:

    • The article details the first phase of developing an interdisciplinary education model.
    • Four critical steps were identified: establishing a common goal, developing team process, creating an interaction model, and building support networks.
    • The process aimed to embody the principles of interdisciplinary teaching and learning.

    Conclusions:

    • The developed model provides a framework for educating health professions students in interdisciplinary settings.
    • Effective interdisciplinary education requires intentional development of common goals, team processes, and support systems.
    • This initiative represents a proactive approach to overcoming educational challenges in preparing students for collaborative healthcare environments.