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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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Interprofessional service-learning definition.

Raymond J Higbea1, Jodie Elder2, Julia VanderMolen3

  • 1Health Administration, Grand Valley State University, Allendale, MI, USA.

Journal of Interprofessional Care
|September 14, 2019
PubMed
Summary

The World Health Organization promotes interprofessional education and collaborative practice. This study defines interprofessional service-learning to guide health and medical student programs.

Keywords:
Interprofessionalcollaborationinterprofessional educationinterprofessional service-learninginterprofessional student teamsservice-learning

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Area of Science:

  • Health Professions Education
  • Interprofessional Education
  • Collaborative Practice

Background:

  • The World Health Organization (WHO) Framework for Action on Interprofessional Education and Collaborative Practice (2010) highlights benefits of interprofessional teams.
  • The Midwest Interprofessional Practice Education and Research Center (MIPERC) developed interprofessional service-learning opportunities for health and medical students.
  • A lack of a formal definition for interprofessional service-learning hindered MIPERC's program development.

Purpose of the Study:

  • To develop a comprehensive definition of interprofessional service-learning.
  • To provide a framework for organizations developing interprofessional service-learning initiatives.
  • To support the advancement of interprofessional education and collaborative practice.

Main Methods:

  • Literature review on service-learning and interprofessional learning.
  • Analysis of existing case examples of interprofessional service-learning.
  • Synthesis of findings to formulate a novel definition.

Main Results:

  • A comprehensive definition of interprofessional service-learning was developed.
  • The definition aims to guide the framing and development of interprofessional service-learning opportunities.
  • This definition is intended for use by other organizations in the field.

Conclusions:

  • A clear definition of interprofessional service-learning is crucial for program development and implementation.
  • The proposed definition offers a valuable resource for health professions education.
  • This work supports the broader goals of interprofessional education and collaborative practice.