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Educational Strategy

Table Facilitators’ Reflections Regarding their Interprofessional Core Competencies

Authors:

Sherrill Morris ,

Speech-Language Pathology, Northern Illinois University, 1425 W. Lincoln Hwy. DeKalb, IL 60115, US
About Sherrill

PhD, Chair and Associate Professor

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Catherine Vanetten-Kahl,

Speech-Language Pathology, Northern Illinois University, US
About Catherine
MA
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Nancy Prange

Nutrition and Dietetics, Northern Illinois University, US
About Nancy
MS, RDN
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Abstract

Background: Providing students and practitioners opportunities to learn from other disciplines in a supportive environment has the potential to improve patient outcomes and practitioner job satisfaction.

Purpose: The purpose of this study was to describe an annual Interprofessional Education Event offered in a university setting and explore participant views regarding their competencies based on the Interprofessional Education Collaborative’s four core competency domains; Values/ethics for interprofessional practice, roles/responsibilities, interprofessional communication, and teams and teamwork.

Method: Twenty-six faculty and students participated in preparatory activities and served as table facilitators for a large case study event. After the session, twenty submitted survey responses reflecting on changes in their interprofessional competencies.

Discussion: Table facilitators reported that their core competencies in all areas remained stable or improved as a result of their participation in the pre-planning stages and case study workshop. Participant comments indicated the importance of initiating interprofessional education during academic training and to continue it throughout an individual’s career. Future directions include pre-event competency assessments and longer-term follow-up with participants.

How to Cite: Morris, S., Vanetten-Kahl, C. and Prange, N., 2017. Table Facilitators’ Reflections Regarding their Interprofessional Core Competencies. Health, Interprofessional Practice and Education, 3(2), p.eP1133. DOI: http://doi.org/10.7710/2159-1253.1133
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Published on 07 Nov 2017.
Peer Reviewed

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