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|Title:||Investigating an Integrated Interprofessional Diabetes Curriculum|
|Abstract:||Learning about diabetes prevention and management is critically important in many health and health-related professions, given the statistics about the growing incidence/prevalence of diabetes in the general population. Due to the complex nature of type 2 diabetes, many professions play a key role in the prevention and/or management of this disease. It is critical that health science and community service students, of each profession, learn about the respective knowledge, roles, contributions and perspectives of other professions and how they can work collaboratively in the prevention and management of type 2 diabetes. As a key component of the future interprofessional education curriculum in the Division of Community Services and Health Sciences, the interprofessional study of type 2 diabetes will eventually be incorporated into the core curricula of all health and related professions. In this study, we wanted to explore the use of an existing and proven integrated interprofessional curriculum model, a learning structure through which we could bring together students of different professions to learn about the interprofessional prevention and management of type 2 diabetes. We chose to base our work on the integrated interprofessional pain management curriculum model developed, documented and used for many years by the U of T Centre for the Study of Pain. This model includes both individual and collaborative interprofessional learning team activities which extend students’ profession-specific knowledge and which build recognition, teamwork and collaborative skills across professions. Our results are encouraging: (1) We learned that when offered the opportunity to participate in an interprofessional educational experience, students will volunteer their time, even after hours, if they believe that the experience will contribute to their overall learning. (2) We learned that students do value and enjoy the opportunity to learn with, about and from their peers representing other academic programs, particularly when the core topic is one in which each profession has a distinct role. (3) We learned that students do value and enjoy simulated learning experiences which facilitate interprofessional discussion and collaborative planning.(4)We learned that there are significant ‘presage’ challenges to developing and delivering an interprofessional learning program, without the formal involvement of the core academic programs. The impact is demonstrated in all aspects of the program: the development of content, linking content to program curriculum, scheduling, recognizing student participation and assessment of learning.|
|Description:||Power point presentation at the Applied Research Rounds, March 2, 2011, in pdf format.|
|Appears in Collections:||Interprofessional Education|
Files in This Item:
|Presentation - Mar 2-2011 Investigating an Integrated Interprofessional Diabetes Curriculum.pdf||1.12 MB||Adobe PDF|
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