Integrating Interprofessional Education into Dietetics, Nursing and Public Health Curriculum

Background: Community medicine and public health are the core subjects in medical education. One of the main competencies of general physicians in the national curriculum is having knowledge and skills in health promotion and disease prevention in the health system. Any curriculum revision in community medicine departments needs to incorporate the evidence and use pioneer countries’ experiences in this issue. This study aims to compare community medicine and public health courses in medical schools between Iran and selected universities in North America. Methods: The elements of a community medicine curriculum for medical students were compared in a descriptive-comparative study using the Bereday model. These elements included objectives and competencies, educational strategies, teaching and learning methods, assessment, and educational fields in a community medicine curriculum in Iran and in selected universities in North America. A literature search was conducted in CINAHL, SCOPUS, MEDLINE, Web of Science, EBSCO, and on university websites. Results: Essential aspects of community-based strategies among community medicine and public health curriculum of general medicine in universities in Canada and the United States included a longitudinal approach, training in urban and rural primary care centers, teaching by family physicians and health center staff, a spiral curriculum, focus on social determinants of health, taking of social and cultural histories and social prescriptions, learning teamwork, and using LIC (Longitudinal Integrated Curriculum). Conclusion: The objective of community medicine and public health curriculum in selected North American universities was to prepare general practitioners who work in Level 2 and 3 hospitals and to improve their skills to provide high-quality services to the community. Some of the successful points in the selected universities that could be replicated in Iranian faculties of medicine included using integration strategy, a spiral curriculum, and an LIC approach.

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Integrating Interprofessional Education Into Public Health Clinical Settings

Innovative Strategies in Teaching Nursing ◽

10.1891/9780826161215.0034 ◽

2020 ◽

Author(s):

JESSE HONSKY ◽

ANASTASIA ROWLAND-SEYMOUR

Keyword(s):

Public Health ◽

Interprofessional Education ◽

Clinical Settings

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Postdoctoral degree in humanistic medical science: The first development from a public health curriculum unit

Annals of Tropical Medicine and Public Health ◽

10.4103/1755-6783.184804 ◽

2016 ◽

Vol 9 (4) ◽

pp. 285

Author(s):

Wasana Kaewla ◽

Viroj Wiwanitkit

Keyword(s):

Public Health ◽

Medical Science ◽

Health Curriculum

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Integrating public health students into interprofessional education

Journal of Interprofessional Care ◽

10.1080/13561820.2019.1690436 ◽

2019 ◽

Vol 34 (3) ◽

pp. 427-430 ◽

Cited By ~ 1

Author(s):

Michelle M. Averill ◽

Laurel Dillon-Sumner ◽

Andy Stergachis ◽

Jeff Sconyers ◽

Nicole Summerside ◽

...

Keyword(s):

Public Health ◽

Interprofessional Education

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Public Health and Interprofessional Education as Critical Components in the Evolution of Osteopathic Medical Education

The Journal of the American Osteopathic Association ◽

10.7556/jaoa.2018.161 ◽

2018 ◽

Vol 118 (11) ◽

pp. 753 ◽

Cited By ~ 1

Author(s):

H. Eduardo Velasco-Mondragon ◽

Teresita Menini ◽

Catherine West ◽

Michael Clearfield

Keyword(s):

Public Health ◽

Medical Education ◽

Interprofessional Education ◽

Critical Components ◽

Osteopathic Medical Education

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Integrating Diverse Disciplines to Enhance Interprofessional Competency in Healthcare Delivery

Healthcare ◽

10.3390/healthcare7020075 ◽

2019 ◽

Vol 7 (2) ◽

pp. 75 ◽

Cited By ~ 3

Author(s):

Tiffany Champagne-Langabeer ◽

Lee Revere ◽

Mariya Tankimovich ◽

Erica Yu ◽

Robert Spears ◽

...

Keyword(s):

Public Health ◽

Interprofessional Education ◽

Role Models ◽

Healthcare Delivery ◽

Standardized Patients ◽

Patient Centered ◽

Faculty Role ◽

Interprofessional Teamwork ◽

Post Test ◽

Clinical Simulations

Interprofessional education (IPE) typically involves clinical simulation exercises with students from medical and nursing schools. Yet, healthcare requires patient-centered teams that include diverse disciplines. Students from public health and informatics are rarely incorporated into IPE, signaling a gap in current educational practices. In this study, we integrated students from administrative and non-clinical disciplines into traditional clinical simulations and measured the effect on communication and teamwork. From July 2017–July 2018, 408 students from five schools (medicine, nursing, dentistry, public health, and informatics) participated in one of eight three-hour IPE clinical simulations with Standardized Patients and electronic health record technologies. Data were gathered using a pre-test–post-test interventional Interprofessional Collaborative Competency Attainment Survey (ICCAS) and through qualitative evaluations from Standardized Patients. Of the total 408 students, 386 (94.6%) had matched pre- and post-test results from the surveys. There was a 15.9% improvement in collaboration overall between the pre- and post-tests. ICCAS competencies showed improvements in teamwork, communication, collaboration, and conflict management, with an average change from 5.26 to 6.10 (t = 35.16; p < 0.001). We found by creating new clinical simulations with additional roles for non-clinical professionals, student learners were able to observe and learn interprofessional teamwork from each other and from faculty role models.

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Seminar in Public Health Law and Policy in an Interprofessional Setting: Preparing Practitioners for Collaborative Practice at the Macro Level

The Journal of Law Medicine & Ethics ◽

10.1177/1073110516644229 ◽

2016 ◽

Vol 44 (S1) ◽

pp. 56-61 ◽

Cited By ~ 2

Author(s):

Heather A. McCabe

Keyword(s):

Public Health ◽

Interprofessional Education ◽

Collaborative Practice ◽

Health Law ◽

Important Work ◽

Public Health Law ◽

Reciprocal Relationships ◽

Professional Students ◽

Law And Policy ◽

The Impact

The author created a new course, called “Seminar in Public Health Law and Policy in an Interprofessional Setting” to address the need for interprofessional education (IPE) to equip graduate and professional students for collaborative practice at the systemic and policy (i.e., macro”) levels in the health care and public health fields. Despite important work being done at the clinical practice level, limited existing IPE models examine larger systemic issues. The course is designed specifically to enable students in social work, law, and public health to recognize the reciprocal relationships between policy and interprofessional collaborative practice, including the need for understanding of the impact of team-practice work at the system and policy levels.

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