The challenge of evaluating rural undergraduate multi-professional education

Smith, Tony, Thornberry, Trish, Cooper, Rodney, Brown, Leanne, Williams, Lauren, Lyons, Michael and Jones, Peter (2005). The challenge of evaluating rural undergraduate multi-professional education. In: Lesley Fitzpatrick and Gordon Gregory, Proceedings of the 8th National Rural Health Conference # Central to health : sustaining well-being in remote and rural Australia. 8th National Rural Health Conference - Central to Health: Sustaining Well-Being in Remote and Rural Australia, Alice Springs, Northern Territory, (1-10). 10 - 13 March 2005.


Author Smith, Tony
Thornberry, Trish
Cooper, Rodney
Brown, Leanne
Williams, Lauren
Lyons, Michael
Jones, Peter
Title of paper The challenge of evaluating rural undergraduate multi-professional education
Conference name 8th National Rural Health Conference - Central to Health: Sustaining Well-Being in Remote and Rural Australia
Conference location Alice Springs, Northern Territory
Conference dates 10 - 13 March 2005
Proceedings title Proceedings of the 8th National Rural Health Conference # Central to health : sustaining well-being in remote and rural Australia
Place of Publication Canberra, A.C.T.
Publisher National Rural Health Alliance
Publication Year 2005
Sub-type Fully published paper
ISBN 0 957 1220 88
ISSN 1445-3363
Editor Lesley Fitzpatrick
Gordon Gregory
Start page 1
End page 10
Total pages 10
Language eng
Abstract/Summary While some authors have differentiated between the two terms [1–3] multi-professional or interprofessional education commonly refer to a process whereby students of different disciplines are provided with structured opportunities to learn together for periods of their education [4,5]. This concept has been widely adopted in undergraduate health professional programs around the world and extensively described in the literature. In a systematic review Cooper et al. found 141 articles on the topic [6]. It seems that there is broad agreement that an active process of collaborative learning is beneficial in encouraging students to think beyond professional boundaries and develop a better understanding of each others’ professional role, with the aim of better communication and participation in team-based care. It is convincingly argued that the traditional, separatist model of health professional education does not appear to equip graduates with the interprofessional communication and collaboration skills that are essential when they enter the workforce [7–10]
Subjects 130301 Aboriginal and Torres Strait Islander Education
130313 Teacher Education and Professional Development of Educators
Keyword multi-professional
education
interprofessional
undergraduate health professional programs
communication
collaborative learning
collaboration skills
workforce
Q-Index Code EX
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Created: Wed, 03 Mar 2010, 14:54:19 EST by Maria Campbell on behalf of Faculty Of Health Sciences