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Title: Integrating the assessment of interprofessional education into the health care curriculum
Authors: Anderson, Elizabeth S.
Kinnair, Daniel
First Published: 17-Nov-2016
Publisher: Elsevier
Citation: Journal of Taibah University Medical Sciences, 2016, 11 (6), pp. 552-558
Abstract: In this article, we reflect on some of the challenges associated with assessment in interprofessional education (IPE) by describing the experiences at one UK-based medical school. The assimilation of IPE into pre-registration health and social care training demonstrates recognition of the importance of teamwork and collaborative practice to advancing high-quality, safe patient care. Working collaboratively requires the integration of professional understandings as support based on mutual trust and respect. The uniqueness of every patient requires professional flexibility and adaptability, making interprofessional working complex. Assessing professionals on these complex behaviours is, therefore, challenging. Our approach began with the early adoption of a portfolio, which was helpful. However, wide faculty support was required to manage feedback. With further integrated interprofessional learning, multiple formative and summative assessments were placed into existing examination structures. The development of this local work is continuous, on-going and in no way complete. We share limitations and future opportunities.
DOI Link: 10.1016/j.jtumed.2016.10.005
ISSN: 1658-3612
Version: Publisher Version
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © the authors, 2016. This article is distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License ( ), which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
Appears in Collections:Published Articles, Dept. of Medical and Social Care Education

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