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Interprofessional learning in practice-based settings: AMEE Guide No. 169.

Somaya Hosny1, Jill Thistlethwaite2, Yasser El-Wazir1

  • 1Faculty of Medicine, Suez Canal University, Egypt.

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Summary
This summary is machine-generated.

This guide offers practical strategies for creating interprofessional (IP) programs to train health professionals for team-based care. It emphasizes essential competencies and implementation models to enhance healthcare quality through interprofessional education (IPE).

Keywords:
Interprofessional education/learning (IPE/IPL)frameworks, competencies and learning outcomes of IPEinterprofessional education and collaborative practice (IPECP)interprofessional faculty developmentsustainability of interprofessional education

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Area of Science:

  • Health Professions Education
  • Interprofessional Collaboration
  • Healthcare Quality Improvement

Background:

  • Optimum healthcare delivery necessitates collaboration within integrated interprofessional (IP) teams.
  • Preparing health professionals for effective teamwork is crucial for enhancing patient care quality.

Purpose of the Study:

  • To provide practical guidance on establishing and delivering pre-licensure interprofessional education (IPE) programs.
  • To present updated IP frameworks, implementation models, and assessment strategies for IPE.
  • To address faculty development, sustainability, and governance for IP programs.

Main Methods:

  • Review and synthesis of updated interprofessional (IP) frameworks and competencies.
  • Description of various pre-licensure IP practice-based learning models (e.g., community-based, simulation-based, student-run clinics, training wards).
  • Discussion of post-licensure interprofessional learning (IPL) and assessment methods.

Main Results:

  • Identified commonalities in IP frameworks representing essential competencies for IPE.
  • Provided examples of implementation models adaptable to local contexts.
  • Highlighted the importance of tailored faculty development and sustainable program structures.

Conclusions:

  • Establishing effective pre-licensure IPE programs requires adaptable frameworks, diverse learning models, and attention to sustainability.
  • Continuous assessment and faculty development are key to successful interprofessional learning (IPL) across the professional continuum.
  • Global IP networks can support the development and delivery of interprofessional practice-based learning.