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Interprofessional learning modules at Dalhousie University.

G Johnston1, S Banks

  • 1School of Health Services Administration, Dalhousie University, 5599 Fenwick Street, Halifax, Nova Scotia, Canada B3H 1R2. grace.johnston@dal.ca

The Journal of Health Administration Education
|February 24, 2001
PubMed
Summary
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Interprofessional learning modules (IPLMs) are valuable for health sector teamwork but require significant time and support to implement effectively. Ongoing evaluation and adaptation are crucial for successful integration into health services administration programs.

Area of Science:

  • Health Services Administration
  • Interprofessional Education
  • Teamwork in Healthcare

Background:

  • Interprofessional education (IPE) is increasingly recognized as vital for enhancing healthcare team collaboration.
  • The School of Health Services Administration (SHSA) implemented interprofessional learning modules (IPLMs) to integrate its students into broader health professional training.
  • This paper details the initial two-year operational experience of SHSA with IPLMs.

Purpose of the Study:

  • To describe the development, delivery, and evaluation of IPLMs from a health services administration perspective.
  • To assess the feasibility and impact of integrating SHSA students into interprofessional learning environments.
  • To identify key factors for the successful operationalization and sustainability of IPLMs.

Main Methods:

Related Experiment Videos

  • Development and delivery of five specific IPLMs for SHSA students, covering topics like professional roles, integrity, disability, violence, and HIV/AIDS.
  • Evaluation of the modules through student feedback, faculty involvement assessment, and field practitioner support.
  • Analysis of the operationalization process, focusing on challenges and successes from the SHSA viewpoint.

Main Results:

  • IPLMs were found to be worthwhile but required substantial time and senior management support for implementation.
  • Integrating health services administration into IPE is beneficial but presents unique challenges.
  • Maintaining an interprofessional focus over module-specific content requires vigilance.
  • Faculty/facilitator development and student preparation/debriefing are essential components.
  • Student feedback was positive, faculty benefited from participation, and practitioner support remained strong.

Conclusions:

  • Successful implementation of IPLMs demands significant resources, ongoing support, and careful adaptation to institutional contexts.
  • Health services administration programs must strategically decide on their engagement level with interprofessional learning.
  • Continuous evaluation and reflection are critical for the evolution and effectiveness of IPLMs in healthcare education.