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Do Regulatory and Curriculum Requirements for Interprofessional Practice Align?

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Summary

Interprofessional (IP) competency requirements were mapped across 12 health professions in New Zealand. While 10 professions showed explicit IP competency expectations, coordination and collaboration were the most common domains identified for improving interprofessional education (IPE).

Keywords:
collaborationcompetencyinterdisciplinary communicationinterdisciplinary educationinterprofessional relations

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Area of Science:

  • Health Professions Education
  • Interprofessional Practice
  • Curriculum Development

Background:

  • Interprofessional (IP) competency and Interprofessional Education (IPE) are increasingly recognized in healthcare.
  • Profession-specific understandings often limit agreement on IP competencies and teaching methods.
  • This study addresses the need for improved IPE delivery through a quality improvement initiative.

Purpose of the Study:

  • To map current regulatory and curricula requirements for IP practice among health professional students in Aotearoa New Zealand.
  • To identify common IP competencies across different health professions.
  • To inform the development of more aligned and effective IPE programs.

Main Methods:

  • A desk audit was conducted for 12 health professions in New Zealand.
  • National accreditation documents and operative curricula were examined for IP competency requirements.
  • A four-step process involved examining regulatory standards, curricula, mapping common competencies, and comparing documents.

Main Results:

  • Ten out of 12 professions clearly identified IP competency as an expectation.
  • Clinical Exercise Physiology and Counselling did not explicitly require IP competency.
  • Coordination and collaboration were the most prevalent IP competency domains, followed by communication, shared values, reflexivity, role-understanding, and teamwork.

Conclusions:

  • Commonly identified IP competencies can guide the development of teaching and assessment strategies.
  • Greater alignment between existing curricula and required IP competency standards is recommended.
  • This mapping provides a foundation for enhancing interprofessional education across diverse health professions.