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Designing Interdisciplinary Health Professions Curricula for the Future

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Abstract:

Objectives: To investigate how health professions education is preparing students according to the five core competencies identified by the Institute of Medicine (IOM), and to compare pharmacy curricula to other health professions programs.
Methods: Data collection used a cross-sectional, self-administered questionnaire combined with follow-up interviews for 500 individuals identified nationally as developing professional health curricula for medicine, nursing, pharmacy and allied health academic programs.
Analysis: Using descriptive and inferential statistics, results were reported using standard frequency analysis to examine both responses and significant differences between respondent groups according to key questions. Responses to open-ended questions were analyzed for common themes.
Results: Most respondents were either curriculum committee chairs (36.6%) or senior college administrators (34.1%). Across disciplines, 80.5% of the respondents recognized the IOM competencies prior to receipt of the survey, with this percentage being smaller among pharmacy respondents (64.7%). On average, students of health professions programs spent more time (60 hours) with students from other disciplines than did pharmacy students (16.4 hrs.). Joint advanced experiential education was described as the primary method of curricular integration with other disciplines (65%), and the main barrier to implementing the IOM core competencies was adding more hours to the curricula.
Conclusions: These results suggest that pharmacy curricula have implemented IOM core competencies to a similar extent, although there are differences in curricular integration and interdisciplinary offerings. Pharmacy programs will need to increase both the familiarity with the IOM core competencies, and the number of opportunities for student learning in an interprofessional learning environment.
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Association:
Name: American Association of Colleges of Pharmacy
URL:
http://www.aacp.org


Citation:
URL: http://citation.allacademic.com/meta/p115480_index.html
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MLA Citation:

Droege, Marcus., Litwin, Bini., Rosenthal, Rebecca. and Anderson-Worts, Paula. "Designing Interdisciplinary Health Professions Curricula for the Future" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p115480_index.html>

APA Citation:

Droege, M. , Litwin, B. , Rosenthal, R. and Anderson-Worts, P. , 2006-07-05 "Designing Interdisciplinary Health Professions Curricula for the Future" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p115480_index.html

Publication Type: Abstract
Abstract: Objectives: To investigate how health professions education is preparing students according to the five core competencies identified by the Institute of Medicine (IOM), and to compare pharmacy curricula to other health professions programs.
Methods: Data collection used a cross-sectional, self-administered questionnaire combined with follow-up interviews for 500 individuals identified nationally as developing professional health curricula for medicine, nursing, pharmacy and allied health academic programs.
Analysis: Using descriptive and inferential statistics, results were reported using standard frequency analysis to examine both responses and significant differences between respondent groups according to key questions. Responses to open-ended questions were analyzed for common themes.
Results: Most respondents were either curriculum committee chairs (36.6%) or senior college administrators (34.1%). Across disciplines, 80.5% of the respondents recognized the IOM competencies prior to receipt of the survey, with this percentage being smaller among pharmacy respondents (64.7%). On average, students of health professions programs spent more time (60 hours) with students from other disciplines than did pharmacy students (16.4 hrs.). Joint advanced experiential education was described as the primary method of curricular integration with other disciplines (65%), and the main barrier to implementing the IOM core competencies was adding more hours to the curricula.
Conclusions: These results suggest that pharmacy curricula have implemented IOM core competencies to a similar extent, although there are differences in curricular integration and interdisciplinary offerings. Pharmacy programs will need to increase both the familiarity with the IOM core competencies, and the number of opportunities for student learning in an interprofessional learning environment.

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