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Building an interprofessional curriculum framework for health: a paradigm for health function
Richard Stephenson1, Barbara Richardson
1School of Allied Health Professions, University of East Anglia, Norwich, UK. r.stephenson@uea.ac.uk
Advances in Health Sciences Education : Theory and Practice
|October 28, 2006
Summary
The International Classification of Functioning, Disability and Health (ICF) framework can shift healthcare curricula towards client-centered, evidence-based practice. This promotes lifelong independence by focusing on health promotion and community living.
Area of Science:
- Healthcare Education
- Rehabilitation Sciences
- Public Health
Background:
- Growing demand for interprofessional, client-centered, evidence-based healthcare decision-making.
- Need for reflective and reflexive frameworks in health professional curricula.
Purpose of the Study:
- To propose the World Health Organization's International Classification of Functioning, Disability and Health (ICF) as a curriculum framework.
- To facilitate a paradigm shift towards a broad evidence base for interprofessional dialogue.
Main Methods:
- Discussion paper proposing the adoption of the ICF framework.
- Conceptualizing client function as an outcome of individual, social, and environmental influences.
Main Results:
- Adoption of ICF legitimizes a broad evidence base for interprofessional dialogue.
- Highlights the professional's role in understanding client behavior within their environment.
Conclusions:
- Client-focused practice requires reconceptualizing health beyond tertiary care.
- Emphasizes lifelong health maintenance and community independence.
- Advocates for an iterative clinical reasoning process grounded in a broad evidence base.
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