Teaching Healthcare Systems in 2012: Combining IPE and Learning-Centered Models

Abstract

Historically, graduating from an accredited health professions program and obtaining the appropriate licensure or certification was all that was necessary to secure employment. This has all changed as hospitals and other health care institutions have moved to expect health care professionals to embrace the importance of teamwork, understand cultural diversity, and possess strong communication skills, in addition to clinical expertise. What do graduates need from their educational experience to ensure effectiveness and success in work, in life and in citizenry in the 21st century? QuinnipiacUniversityis actively addressing this issue through a transformation to a “Learning Paradigm” (Tagg, 2003) institution; one that promotes students, faculty, staff, and the entire university to come together as partners in learning. As part of this commitment, the University created The Center for Interprofessional Healthcare Education (CIHE) whose mission is to develop, promote, and measure the effectiveness of interprofessional learning opportunities for faculty and students that lead to effective team-based practice. Through the support of CIHE, faculty and staff in the School of Health Sciences worked collaboratively to create a pilot course specifically designed to address the changing demands of qualified health professionals in the 21st century and the University’s shift to a learning paradigm, “HSC 310: Responsible Citizenship and Diversity Awareness in Health Care”. This session will focus on review of this pilot course that integrates institutional goals, community needs, interdisciplinary care and interprofessional education (IPE). Discussion will include review of a proposed service component designed to provide an appropriate context for applying concepts of advocacy, responsible citizenship, and diversity awareness in health care. Course assessment strategies will be shared and serve as examples of the goal to enhance teaching in health care systems of 2012 by combining IPE and learning-centered models. Learning Objectives: At the end of this session, participants will: Recognize the relationship between IPE and learning-centered models as an effective means to enrich student experiences in academia. Evaluate how IPE supports the exploration of responsible citizenship and diversity awareness among students in the health professions. Critique proposed evaluation strategies for an IPE course based upon principles derived from a learning-centered model.