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Educational Strategy

Mapping and Integrating Online Interprofessional Teaching Strategies to Achieve Interprofessional Student Competencies

Authors:

Diane R. Bridges ,

College of Health Professions, Rosalind Franklin University of Medicine and Science, 3333 Green Bay Road, North Chicago, IL 60064, US
About Diane R.

MSN, RN, CCM,  Assistant Chair, Interprofessional Healthcare Studies

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Marilyn Hanson

Rosalind Franklin University of Medicine and Science, US
About Marilyn
MAT
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Abstract

An interprofessional approach to healthcare is designed to develop a partnership among healthcare providers and their clients where knowledge and skills are shared so that they may achieve their common goal of improved patient outcomes. Students must be educated in interprofessional collaboration, communication, and teamwork to achieve competencies needed to function as a member of the interprofessional team. These interprofessional competencies may be provided through online programs. It is well established that there is a growing demand for online health education programs. The online environment lends itself to promoting interprofessionalism due to the collaborative nature of elearning courses.

To achieve interprofessional student competencies, faculty must develop skills in mapping their courses and then must be trained to utilize creative teaching activities to help students achieve the competencies identified.

This paper demonstrates how the faculty of two interprofessional online health professions programs, Health Administration and Health Professions Education, have mapped their courses to meet both program and university student competencies. In addition, teaching strategies designed to achieve these competencies and assessments of competency achievements are also provided.

How to Cite: Bridges, D.R. and Hanson, M., 2012. Mapping and Integrating Online Interprofessional Teaching Strategies to Achieve Interprofessional Student Competencies. Health, Interprofessional Practice and Education, 1(3), p.eP1030. DOI: http://doi.org/10.7772/2159-1253.1030
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Published on 24 Sep 2012.
Peer Reviewed

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