Interprofessional Competency Frameworks in Health to Inform Curricula Development: Integrative Review
DOI:
https://doi.org/10.36367/ntqr.6.2021.63-71Keywords:
interprofessional education, health, learning outcomes, competency framework, curricula.Abstract
Abstract: The paradigm of collaborative health care delivery drove the development of interprofessional competency frameworks (ICFs). The Train4Health project, funded by the Erasmus+ program, aims to improve healthcare students’ competencies in behaviour change support to optimize self-care in chronic diseases. As part of this project, we surveyed the landscape of ICFs in health. Our aim was to characterize ICFs in health and its translation into learning outcomes embedded in academic curricula. An integrative review was conducted between March and September 2020 based on a predefined protocol. The search was performed in EBSCO, B-On, Scopus, Web of Science and Joanna Briggs Institute databases. Four articles were eligible, describing ICFs in different domains in health, such as digital healthcare environment, simulation and genetic healthcare. Generally, ICFs were planned and developed by a committee. Students were involved in all four ICFs. These frameworks supported the development of learning outcomes-based curricula, organized in a tiered or straightforward structure, with different learning outcomes depending on their complexity and specialization level. Despite the overlap in some areas across health professions, we found only four ICFs that can guide collaborative education and are linked to learning outcomes. Pursuing this integrated approach, ideally resorting to structured scientific methods, may facilitate competencies attainment and merits further attention.
References
Banister, G., Portney, L., Vega-Barachowitz, C., Jampel, A., Schnider, M., Inzana, R., …, Knab, M. (2020). The interprofessional dedicated education unit: Design, implementation and evaluation of an innovative model for fostering interprofessional collaborative practice. Journal of Interprofessional Education and Practice. 19(2), 1-10. https://doi.org/10.1016/j.xjep.2019.100308
Carroll, L., Ali, M., Cuff, P., Huffman, M., Kelly, B., Kishore, S., …, Vedanthan, R. (2014). Envisioning a transdisciplinary university Interprofessional Global Health Education. The Journal of Law, Medicine & Ethics. 42(2), 17-25. https://doi.org/10.1111/jlme.12183.
Cedefop (2017). Defining, writing and applying learning outcomes: a European handbook. European Centre for the Development of Vocational Training. http://dx.doi.org/10.2801/566770
Freeth, D., Hammick, M., Reeves, S., Koppel, I., & Barr, H. (2005). Effective interprofessional education: Development, delivery and evaluation. Blackwell Publishing.
Greidanus, E., King, S., LoVerso, T., & Ansell, L.D. (2013). Interprofessional learning objectives for health team simulations. Journal of Nursing Education, 52(6), 311-316. https://doi.org/10.3928/01484834-20130509-02.
Guraya, S. & Barr, H. (2018). The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. The Kaohsiung Journal of Medical Sciences, 34(3), 160-165. https://doi.org/10.1016/j.kjms.2017.12.009.
Harden, R. (2015) Interprofessional education: The magical mystery tour now less of a mystery. Anatomical Sciences Education, 8(4), 291-5. https://doi.org/10.1002/ase.1552.
Hawkins R. E., Welcher C. M., Holmboe E. S., Kirk L. M., Norcini J. J., Simons K. B., & Skochelak S. E. (2015). Implementation of competency-based medical education: are we addressing the concerns and challenges? Medical Education, 49(11), 1086-102. https://doi.org/10.1111/medu.12831
Illingworth, P. & Chelvanayagam, S. (2017). Benefits of interprofessional education in health care: Ten years on. The British Journal of Nursing, 26(14), 813-818. https://doi.org/10.12968/bjon.2017.26.14.813
Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Interprofessional Education Collaborative.
Karugutia, W. M., Phillips, J., & Barr, H. (2017). Analysing the cognitive rigor of interprofessional curriculum using the Depth of Knowledge framework. Journal of Interprofessional Care, 31(4), 529-532. https://doi.org/10.1080/13561820.2017.1310718.
Kent, F., Nankkervis, K., Johnson, C., Hodgkinson, M., Baulch, J. & Haines, T. (2018). ‘More effort and more time.’ Considerations in the establishment of interprofessional education programs in the workplace. Journal of Interprofessional Care, 32(1), 89-94. https://doi.org/10.1080/13561820.2017.1381076.
Lapkin S., Levett-Jones, T. & Gilligan, C. (2013). A systematic review of the effectiveness of interprofessional education in health professional programs. Nurse Education Today, 33(2), 90-102. https://doi.org/10.1016/j.nedt.2011.11.006
Lawliss, T., Wicks, A., Jamieson, M., Haughey, A. & Grealish, L. (2016). Interprofessional education in practice: Evaluation of a work integrated aged care program. Nurse Education in Practice, 17(2), 161-166. https://doi.org/10.1016/j.nepr.2015.11.010
Little, M., Lipworth, W., Gordon, J., Markham, P. & Kerridge, I. (2012). Values-based medicine and modest foundationalism. Journal of Evaluation in Clinical Practice, 18(5), 1020-1026. https://doi,org/10.1111/j.1365-2753.2012.01911.x.
Loura, D., Bernardes, R., Baixinho, C.L., Rafael, H., Félix, I., & Guerreiro, M. (2020). Aprender em projetos de investigação durante a licenciatura em enfermagem: revisão integrativa da literatura [Learning in research projects during nursing undergraduate degree: integrative literature review]. New Trends in Qualitative Research, 3(2020), 293-304. https://doi.org/10.36367/ntqr.3.2020.293-304
Mendes, K.D.S., Silveira, R.C.C.P., & Galvão, C.M. (2008). Revisão integrativa: método de pesquisa para a incorporação de evidências na saúde e na enfermagem [Integrative review: search method for evidence incorporation in health and nursing]. Texto & Contexto Enfermagem, 17(4), 758-764. http://dx.doi.org/10.1590/S0104-07072008000400018
Mitchell, A., Ankam, N., Umland, E., Earland, T., Dallas, S. & Ukanna, A. (2020). New Directions for Teaching and Learning, 2020(162), 145-155. https://doi.org/10.1002/tl.20399
Murray-Davies B., Marshall, M. & Gordon, F. (2012). From school to work: Promoting the application of pre-qualification interprofessional education in the clinical workplace. Nurse Education in Practice, 12(5), 289-96. https://doi.org/10.1016/j.nepr.2011.10.009.
Neocleous, A. (2014). Interprofessional learning. How can it enhance education? Whitireia Journal of Nursing, Health and Social Services, 21(2014), 23-28. https://www.thefreelibrary.com/Interprofessional+education%3A+how+can+it+enhance+learning%3F-a0408158291.
Oandasan, I. & Reeves, S. (2005). Key elements of interprofessional education. Part 1: The learner, the educator and the learning context. Journal of Interprofessional Care, 19(1), 21- 38. https://doi.org/10.1080/13561820500083550.
Olson, R. & Bialocerkowski, A. (2014). Interprofessional education in allied health: A systematic review. Medical Education, 48(3), 236-246. https://doi.org/10.1111/medu.12290.
Olson, R. & Brosnan, C. (2017). Examining interprofessional education through the lens of interdisciplinarity: Power, knowledge and new ontological subjects. Minerva, 55(3), 299-319. https://doi.org/10.1007/s11024-017-9316-2
Pontefract, S.K., & Wilson, K. (2019). Using electronic patient records: Defining learning outcomes for undergraduate education. BMC Medical Education. 19(30), 1-8. https://doi.org/10.1186/s12909-019-1466-5
Reeves, S., Perrier, L., Goldman, J., Freeth, D. & Zwarenstein, M. (2013). Interprofessional education: Effects on professional practice and healthcare outcomes (update). Cochrane Database of Systematic Reviews, 2013(3), CD002213. https://doi.org/10.1002/14651858.CD002213.pub3
Reeves, S., Fletcher, S., Barr, H., Birch, I., Boet, S., Davies, N., . . . Kitto, S. (2016). A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Medical Teacher, 38(7), 656-668. https://doi.org/10.3109/0142159X.2016.1173663.
Skirton, H., Lewis, C., Kent, A., Coviello, D. A., & Members of Eurogentest Unit 6 and ESHG Education Committee (2010). Genetic education and the challenge of genomic medicine: Development of core competences to support preparation of health professionals in Europe. European Journal of Human Genetics, 18(9), 972–977. https://doi.org/10.1038/ejhg.2010.64
Sousa, L. M. M., Firmino, C. F., Marques-Vieira, C. M. A., Severino, S. S. P. S., & Pestana, H. C. F. C. (2018). Revisões da literatura científica: tipos, métodos e aplicações em enfermagem [Scientific literature reviews: types, methods and applications in nursing]. Revista Portuguesa de Enfermagem de Reabilitação, 1(1), 45-54. https://core.ac.uk/download/pdf/232112845.pdf.
Stadick, J. (2020). The relationship between interprofessional education and health care professional's attitudes towards teamwork and interprofessional collaborative competencies. Journal of Interprofessional Education & Practice, 19(2020), 1-7. https://doi.org/10.1016/j.xjep.2020.100346
Thistlethwaite, J., & Moran, M. (2010). Learning outcomes for interprofessional education (IPE): Literature review and synthesis. Journal of Interprofessional Care, 24(5), 503–513. https://doi.org/10.3109/13561820.2010.483366
Thistlethwaite, J. E., Forman, D., Matthews, L. R., Rogers, G. D., Steketee, C., & Yassine, T. (2014). Competencies and frameworks in interprofessional education: a comparative analysis. Academic Medicine, 89(6), 869-875. https://doi.org/10.1097/ACM.0000000000000249.
Thistlethwaite, J. (2015). Interprofessional education: implications and development for medical education. Educación Médica, 16(1), 68-73. https://doi.org/10.1016/j.edumed.2015.04.007
Veerapen, K., & Purkis, M. (2014). Implications of early workplace experiences on continuing interprofessional education for physicians and nurses. Journal of Interprofessional Care, 28(3), 218-225. https://doi.org/10.3109/13561820.2014.884552.
Weller J. M., Naik V. N., & Ryan J. (2020). Systematic review and narrative synthesis of competency-based medical education in anesthesia. British Journal of Anesthesia, 124(6), 748-760. https://doi.org/10.1016/j.bja.2019.10.025
World Health Organization (2010). Framework for Action on Interprofessional Education & Collaborative Practice. WHO.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
openAccess