Identifying Areas of Commonality for an Interprofessional Curriculum on the University of Arizona Health Sciences Campus

Persistent Link:
http://hdl.handle.net/10150/614474
Title:
Identifying Areas of Commonality for an Interprofessional Curriculum on the University of Arizona Health Sciences Campus
Author:
Boyer, John; Giesler, Libby; Redman, Kerry; Murphy, John
Affiliation:
College of Pharmacy, The University of Arizona
Issue Date:
2012
Rights:
Copyright © is held by the author.
Collection Information:
This item is part of the Pharmacy Student Research Projects collection, made available by the College of Pharmacy and the University Libraries at the University of Arizona. For more information about items in this collection, please contact Jennifer Martin, Associate Librarian and Clinical Instructor, Pharmacy Practice and Science, jenmartin@email.arizona.edu.
Publisher:
The University of Arizona.
Abstract:
Specific Aims: To identify areas of commonality between the health profession curriculums on the University of Arizona campus, encompassing nursing, pharmacy, medicine, and public health. Methods: This descriptive, cross sectional study used a set of predetermined interprofessional education (IPE) topics including communication, professional ethics, quality assurance and patient safety, evidence based medicine, and public health to compare the core curricula of the colleges. Syllabi for each class were analyzed to determine which, if any, of the topics mentioned previously were covered, and if needed professors were contacted for clarification purposes on their lectures. Main Results: Each of the health professional colleges covers all 5 of the interprofessional topics studied. Evidence based medicine was the most covered IPE topic with 233.5 hours followed by communication (153.5 hours), public health (133.75 hours), quality assurance and patient safety (106.5 hours), and professional ethics (59 hours). Conclusions: The University of Arizona Health Sciences Campus is capable of developing an interprofessional curriculum based on the shared aims amongst the colleges. Although we were unable to identify a specific time slot that could be used to teach IPE curricula, we are able to recommend that an IPE course be implemented in the first professional year for all the colleges as this was the time in which all the colleges spent the most time teaching IPE topics.
Description:
Class of 2012 Abstract
Keywords:
Interprofessional; Curriculum; University of Arizona Health Sciences; predetermined interprofessional education (IPE)
Advisor:
Murphy, John

Full metadata record

DC FieldValue Language
dc.contributor.advisorMurphy, Johnen
dc.contributor.authorBoyer, Johnen
dc.contributor.authorGiesler, Libbyen
dc.contributor.authorRedman, Kerryen
dc.contributor.authorMurphy, Johnen
dc.date.accessioned2016-06-23T18:16:50Z-
dc.date.available2016-06-23T18:16:50Z-
dc.date.issued2012-
dc.identifier.urihttp://hdl.handle.net/10150/614474-
dc.descriptionClass of 2012 Abstracten
dc.description.abstractSpecific Aims: To identify areas of commonality between the health profession curriculums on the University of Arizona campus, encompassing nursing, pharmacy, medicine, and public health. Methods: This descriptive, cross sectional study used a set of predetermined interprofessional education (IPE) topics including communication, professional ethics, quality assurance and patient safety, evidence based medicine, and public health to compare the core curricula of the colleges. Syllabi for each class were analyzed to determine which, if any, of the topics mentioned previously were covered, and if needed professors were contacted for clarification purposes on their lectures. Main Results: Each of the health professional colleges covers all 5 of the interprofessional topics studied. Evidence based medicine was the most covered IPE topic with 233.5 hours followed by communication (153.5 hours), public health (133.75 hours), quality assurance and patient safety (106.5 hours), and professional ethics (59 hours). Conclusions: The University of Arizona Health Sciences Campus is capable of developing an interprofessional curriculum based on the shared aims amongst the colleges. Although we were unable to identify a specific time slot that could be used to teach IPE curricula, we are able to recommend that an IPE course be implemented in the first professional year for all the colleges as this was the time in which all the colleges spent the most time teaching IPE topics.en
dc.language.isoen_USen
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author.en
dc.subjectInterprofessionalen
dc.subjectCurriculumen
dc.subjectUniversity of Arizona Health Sciencesen
dc.subjectpredetermined interprofessional education (IPE)en
dc.titleIdentifying Areas of Commonality for an Interprofessional Curriculum on the University of Arizona Health Sciences Campusen_US
dc.typetexten
dc.typeElectronic Reporten
dc.contributor.departmentCollege of Pharmacy, The University of Arizonaen
dc.description.collectioninformationThis item is part of the Pharmacy Student Research Projects collection, made available by the College of Pharmacy and the University Libraries at the University of Arizona. For more information about items in this collection, please contact Jennifer Martin, Associate Librarian and Clinical Instructor, Pharmacy Practice and Science, jenmartin@email.arizona.edu.en
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