Competencies and Frameworks in Interprofessional Education

Abstract

Health professionals need preparation and support to work in collaborative practice teams, a requirement brought about by an aging population and increases in chronic and complex diseases. Therefore, health professions education has seen the introduction of interprofessional education (IPE) competency frameworks to provide a common lens through which disciplines can understand, describe, and implement team-based practices. Whilst an admirable aim, often this has resulted in more confusion with the introduction of varying definitions about similar constructs, particularly in relation to what IPE actually means.The authors explore the nature of the terms competency and framework, while critically appraising the concept of competency frameworks and competency-based education. They distinguish between competencies for health professions that are profession specific, those that are generic, and those that may be achieved only through IPE. Four IPE frameworks are compared to consider their similarities and differences, which ultimately influence how IPE is implemented. They are the Interprofessional Capability Framework (United Kingdom), the National Interprofessional Competency Framework (Canada), the Core Competencies for Interprofessional Collaborative Practice (United States), and the Curtin University Interprofessional Capability Framework (Australia).The authors highlight the need for further discussion about establishing a common language, strengthening ways in which academic environments work with practice environments, and improving the assessment of interprofessional competencies and teamwork, including the development of assessment tools for collaborative practice. They also argue that for IPE frameworks to be genuinely useful, they need to augment existing curricula by emphasizing outcomes that might be attained only through interprofessional activity.

Toward interprofessional learning and education: Mapping common outcomes for prequalifying healthcare professional programs in the United Kingdom

“…A strength of this work is that the key themes and subthemes identified have similarities with other IPE frameworks, some of which link to competency and workforce capacity plans developed worldwide (Table 2) and also the findings of a literature review examining outcomes of IPE (Thistlethwaite et al 2014). One such example is the Australian National Common Health Capability Resource which identified five domains of activity common to the Australian workforce: provision of care, collaborative practice, health value, professional ethical and legal approach and lifelong learning (Health Workforce Australia 2013).…”

Interprofessional collaboration in research, education, and clinical practice: working together for a better future

“…Much of the work that has been published related to IPE and IPCP originates from Canada, the United Kingdom, the United States, and Australia. 35 However, attention has been garnered for IPE from around the world since WHO made it an essential component of health professions education. 10 In an international survey of WHO's 193 member states, Rodger and colleagues 36 found evidence of IPE in 41 different countries, with varying levels of complexity noted in collaborative efforts.…”

The Role of Anatomy Education in Facilitating Multidisciplinary Collaboration in the Treatment of Musculoskeletal Conditions ­ an Example from Australia

“…There is growing consensus among health professionals that the optimal care for musculoskeletal disorders is best achieved by a multidisciplinary health care team approach (Thistlethwaite et al, 2014). It is therefore important that information and treatment options be consistent and transparent across health professionals and that they closely collaborate with each other (O'Sullivan, 2012) to provide the patient with the best clinical outcome.…”