Despite a relatively modest response rate, there were clear suggestions that RDs in Alberta, Canada promote PA in daily practice and attending a workshop designed to facilitate the use of specific tools and strategies for promoting PA in daily practice resulted in increased referral of their clients to exercise specialists.
What problem was addressed? Medical educators must help future doctors develop a professional identity that supports teamwork, including appropriate development of knowledge-, attitude-and skill-based competencies required to perform optimally on teams. Unfortunately, despite being presented multiple opportunities to work in teams, learners do not always develop team-focused competencies. Importantly, many fail to develop a team-level orientation.
Developing and sustaining a comprehensive interprofessional education (IPE) curriculum infused throughout health science programmes at large post-secondary institutions requires not only champions within each program but also collaboration across professional programmes and strong support at an institutional level. The purpose of this article is twofold. First, it reports on the development of an interprofessional learning pathway, an institutional curricular model, and the pathway launch, an introductory learning experience within the context of a large post-secondary institution. The interprofessional curricular model provides a framework to connect the IPE that was previously fragmented across faculties and professional programmes into a scaffolded coherent pathway. The launch exposes students to the principles and competencies of collaborative practice. Second, it explores the dual role of enablers and barriers to IPE within the context of one institution's 20-year experience of developing and delivering. In examining the elements that have sustained the institution's IPE programming, it is highlighted how the seemingly positive elements (e.g., IPE champions and strong university support from central administration) have also served as hindrances within the academy potentially threatening the sustainability and institutionalisation of IPE. We anticipate that this curricular model and learning experiences will provide mechanisms to sustain and foster IPE.
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