Teaching Health Outcomes Research from an Interprofessional Perspective
Background: Considering the importance of interprofessional, collaborative practice and the ability to understand and evaluate health outcomes research in delivering efficient and quality care, health profession education curriculum should include a team-based, health outcomes research course. The ability to work collaboratively in assessing and interpreting health outcomes is an important next step. Purpose: We sought to determine the perceived effectiveness of a health outcomes research course to an interprofessional group of health profession students at the undergraduate level. Method: We offered and delivered a semester-long health outcomes research course. As part of this course, students completed critical reflections at the end of the semester which served as the qualitative data for our analyses. Students were instructed to reflect upon the course objectives and purpose as well as the overall structure of the course. Discussion: Students reported that the sequence of learning material, use of stable teams, and group projects and assignments helped facilitate learning as well as an increased awareness of the role of interprofessional teamwork in the health care process. Conclusion: An interprofessional health outcomes research course appears to improve learning and attitudes toward interprofessional collaborative practice and health outcomes research.
Hinyard, L. J., Reynolds Kueny, C., & Toomey, E. C. (2016). Teaching Health Outcomes Research from an Interprofessional Perspective. Journal of Interprofessional Education and Practice, 4, pp. 29-32.
The definitive version is available at http://dx.doi.org/10.1016/j.xjep.2016.06.001
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