Start Date
5-19-2012 11:00 AM
End Date
5-19-2012 11:15 AM
Description
Work in Progress (19 PowerPoint Slides)
Transitioning from multiprofessional to interprofessional courses requires a commitment on behalf of the faculty of the programs represented within these courses. Through the development of advisory committees, creation and implementation of curricula, obtainment of pre- and post-test data and course evaluations this transition can be achieved.
The Pathologists’ Assistant Department at Rosalind Franklin University of Medicine and Science is currently involved in a transition of many of its students’ courses from multiprofessional to interprofessional; one such example is the Neuroscience course which combines Pathologists’ Assistant, Physical Therapy, and Podiatry students. This transition includes the formation of an advisory group, review of course objectives, participation by faculty from each program represented in the course, the collaborative development of syllabi and exams, having students work in interprofessional teams analyzing case studies relevant to each profession, and involvement in a demonstration laboratory.
This presentation will focus on our model currently being used atRosalindFranklinUniversityin transitioning from multiprofessional to interprofessional courses. We will discuss our successes and also the challenges we face in this transition process.
Learning Objectives: At the end of this session, participants will
1. Discuss the components involved in transitioning from multiprofessional to interprofessional courses.
2. Identify potential barriers in the transition process.
Included in
A Model Description for the Transition from Multiprofessional to Interprofessional Courses
Work in Progress (19 PowerPoint Slides)
Transitioning from multiprofessional to interprofessional courses requires a commitment on behalf of the faculty of the programs represented within these courses. Through the development of advisory committees, creation and implementation of curricula, obtainment of pre- and post-test data and course evaluations this transition can be achieved.
The Pathologists’ Assistant Department at Rosalind Franklin University of Medicine and Science is currently involved in a transition of many of its students’ courses from multiprofessional to interprofessional; one such example is the Neuroscience course which combines Pathologists’ Assistant, Physical Therapy, and Podiatry students. This transition includes the formation of an advisory group, review of course objectives, participation by faculty from each program represented in the course, the collaborative development of syllabi and exams, having students work in interprofessional teams analyzing case studies relevant to each profession, and involvement in a demonstration laboratory.
This presentation will focus on our model currently being used atRosalindFranklinUniversityin transitioning from multiprofessional to interprofessional courses. We will discuss our successes and also the challenges we face in this transition process.
Learning Objectives: At the end of this session, participants will
1. Discuss the components involved in transitioning from multiprofessional to interprofessional courses.
2. Identify potential barriers in the transition process.
