Interprofessional and team-based continuing education for health professionals

Title:

Interprofessional and team-based continuing education for health professionals
Interprofessional and team-based continuing education for health professionals

Creator:

Gjorgjeska, Biljana

Contributor:

Gjorgjeska, Biljana

Identifier:

https://cdk.lib.cas.cz/client/handle/uuid:bmc14046148-1e82eb03-b0e0-47f9-86db-c698880e8470
uuid:bmc14046148-1e82eb03-b0e0-47f9-86db-c698880e8470
local:bmc14046148
http://ojs.journals.cz/index.php/EMHPJ/issue/archive
local: bmc14046148

Subject:

kontinuální vzdělávání, zdravotnický personál--výchova, mezioborová komunikace, and lidé

Type:

model:article, article, Text, statistics, and TEXT

Format:

braille, electronic resource, remote, and elektronický zdroj

Description:

The benefits of implementing interprofessional and teambased programs are well recognized. However, for interprofessional education to be effective and broadly implemented, the health professions, policymakers, insurers, academic institutions, health care providers, and regulatory bodies should embrace and adopt a new, interprofessional education framework. These stakeholders should create a shared value and vision for interprofessional health professions’ education, research, and practice. This vision should be patientoriented and contain a measurable component across the entire educational continuum, from admission into a health professional program through retirement. Such a framework would maximize and value the strengths of individual professions in the integrated delivery of high quality care. Finally, in creating a successful model, a series of questions should be considered: how best can team competence be measured, how should individual behavioral changes be documented when we think of individual rather than teamlevel changes, how do we create and measure performance criteria based on shared understanding and experience in the practice setting? Within academic settings, there are more specific barriers including a lack of administrative support, financial and human resources for interprofessional education, conflicts in schedules and health professions’ curricula, and limitations to the time required to plan and implement faculty development for interprofessional learning. Finally, despite progress, there remain regulatory and professional barriers to achieving full and meaningful implementation of effective models. Recommendations which are given emphasize that investing in research to evaluate the efficacy of continuing education and its impact on patient outcomes and the healthcare delivery system is inherent in this process., Biljana Gjorgjeska, and Literatura

Language:

English

Rights:

http://creativecommons.org/publicdomain/mark/1.0/
policy:public

Relation:

European medical, health and pharmaceutical journal--MED00177703

Source:

European medical, health and pharmaceutical journal : open access reviewed journal | 2012 Volume:2012 | Number:4

Harvested from:

CDK

Metadata only:

false

Date:

2012