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Making space: integrating meaningful interprofessional experiences into an existing curriculum
Diane MacKenzie1, Brenda K Merritt
1Dalhousie University, Occupational Therapy, Halifax, Nova Scotia, Canada. diane.mackenzie@dal.ca
Journal of Interprofessional Care
|January 1, 2013
Summary
This study details an embedded interprofessional education (IPE) program designed within a master's curriculum. The innovative framework enhances learning opportunities for both discipline-specific and IPE competencies without altering the existing curriculum structure.
Area of Science:
- Health Professions Education
- Interprofessional Education (IPE)
Background:
- Health professional education programs are increasingly implementing interprofessional education (IPE).
- Professional organizations are establishing interprofessional (IP) competencies for accreditation and membership.
- Existing educational frameworks often require significant structural changes to incorporate IPE.
Purpose of the Study:
- To describe the evolution and design of an embedded interprofessional education (IPE) program.
- To demonstrate how IPE can be integrated into existing master's level curricula.
- To meet both curriculum-specific and national interprofessional education competencies.
Main Methods:
- An evidence-based design and educational framework was developed.
- Data from professional organizations, student experiences, and curriculum evaluation informed the IPE design.
- The IPE program was embedded within an existing master's level curriculum.
Main Results:
- An embedded IPE program was successfully designed and implemented within a master's curriculum.
- The program met existing curriculum competencies and nationally recognized IPE competencies.
- The embedded IPE program aligned with a faculty-wide IPE initiative.
Conclusions:
- Embedding interprofessional education (IPE) within existing courses enriches learning opportunities.
- This approach enhances both discipline-specific and IPE knowledge acquisition.
- IPE can be effectively integrated without necessitating major structural curriculum changes.
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