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    Competencies and frameworks in interprofessional education: A comparative analysis

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    Authors
    Thistlethwaite, Jill
    Forman, Dawn cc
    Matthews, Lynda
    Rogers, Gary
    Steketee, Carole
    Yassine, Tagrid
    Affiliation
    University of Derby
    Issue Date
    2014-06
    
    Metadata
    Show full item record
    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
    Citation
    Thistlethwaite, J. Forman, D. Matthews, L. Rogers, G. Steketee, C. Yassine, T. (2014) 'Competences and Frameworks in Interprofessional Education: A Comparative Analysis'. Journal of Academic Medicine 89(6):869-75 P1-7
    Publisher
    Wolters Kluwer
    Journal
    Academic Medicine: Journal of the Association of American Medical Colleges
    URI
    http://hdl.handle.net/10545/621235
    DOI
    0.1097/ACM.0000000000000249
    Additional Links
    http://journals.lww.com/academicmedicine/Fulltext/2014/06000/Competencies_and_Frameworks_in_Interprofessional.17.aspx
    Type
    Article
    Language
    en
    ISSN
    10402446
    ae974a485f413a2113503eed53cd6c53
    0.1097/ACM.0000000000000249
    Scopus Count
    Collections
    University of Derby Online (UDOL)
    Health and Social Care Research Centre
    Institute of Education

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