International consensus statement on the assessment of interprofessional learning outcomes

Rogers, GD; Thistlethwaite, JE; Anderson, ES; Abrandt Dahlgren, M; Grymonpre, RE; Moran, M; Samarasekera, DD

International consensus statement on the assessment of interprofessional learning outcomes

Rogers, GD Thistlethwaite, JE

Anderson, ES Abrandt Dahlgren, M Grymonpre, RE Moran, M Samarasekera, DD

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Publication Type:: Journal Article
Citation:: Medical Teacher, 2017, 39 (4), pp. 347 - 359
Issue Date:: 2017-04-03

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Field	Value	Language
dc.contributor.author	Rogers, GD	en_US
dc.contributor.author	Thistlethwaite, JE https://orcid.org/0000-0001-8122-4679	en_US
dc.contributor.author	Anderson, ES	en_US
dc.contributor.author	Abrandt Dahlgren, M	en_US
dc.contributor.author	Grymonpre, RE	en_US
dc.contributor.author	Moran, M	en_US
dc.contributor.author	Samarasekera, DD	en_US
dc.date.issued	2017-04-03	en_US
dc.identifier.citation	Medical Teacher, 2017, 39 (4), pp. 347 - 359	en_US
dc.identifier.issn	0142-159X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/124177
dc.description.abstract	© 2016 Informa UK Limited, trading as Taylor & Francis Group. Regulatory frameworks around the world mandate that health and social care professional education programs graduate practitioners who have the competence and capability to practice effectively in interprofessional collaborative teams. Academic institutions are responding by offering interprofessional education (IPE); however, there is as yet no consensus regarding optimal strategies for the assessment of interprofessional learning (IPL). The Program Committee for the 17th Ottawa Conference in Perth, Australia in March, 2016, invited IPE champions to debate and discuss the current status of the assessment of IPL. A draft statement from this workshop was further discussed at the global All Together Better Health VIII conference in Oxford, UK in September, 2016. The outcomes of these deliberations and a final round of electronic consultation informed the work of a core group of international IPE leaders to develop this document. The consensus statement we present here is the result of the synthesized views of experts and global colleagues. It outlines the challenges and difficulties but endorses a set of desired learning outcome categories and methods of assessment that can be adapted to individual contexts and resources. The points of consensus focus on pre-qualification (pre-licensure) health professional students but may be transferable into post-qualification arenas.	en_US
dc.relation.ispartof	Medical Teacher	en_US
dc.relation.isbasedon	10.1080/0142159X.2017.1270441	en_US
dc.subject.classification	Medical Informatics	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Cooperative Behavior	en_US
dc.subject.mesh	Consensus	en_US
dc.subject.mesh	Interprofessional Relations	en_US
dc.subject.mesh	Learning	en_US
dc.subject.mesh	Models, Educational	en_US
dc.subject.mesh	Education, Professional	en_US
dc.subject.mesh	Australia	en_US
dc.title	International consensus statement on the assessment of interprofessional learning outcomes	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	39	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	39	en_US

Abstract:

© 2016 Informa UK Limited, trading as Taylor & Francis Group. Regulatory frameworks around the world mandate that health and social care professional education programs graduate practitioners who have the competence and capability to practice effectively in interprofessional collaborative teams. Academic institutions are responding by offering interprofessional education (IPE); however, there is as yet no consensus regarding optimal strategies for the assessment of interprofessional learning (IPL). The Program Committee for the 17th Ottawa Conference in Perth, Australia in March, 2016, invited IPE champions to debate and discuss the current status of the assessment of IPL. A draft statement from this workshop was further discussed at the global All Together Better Health VIII conference in Oxford, UK in September, 2016. The outcomes of these deliberations and a final round of electronic consultation informed the work of a core group of international IPE leaders to develop this document. The consensus statement we present here is the result of the synthesized views of experts and global colleagues. It outlines the challenges and difficulties but endorses a set of desired learning outcome categories and methods of assessment that can be adapted to individual contexts and resources. The points of consensus focus on pre-qualification (pre-licensure) health professional students but may be transferable into post-qualification arenas.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/124177