Not left to chance: Introducing an undergraduate interprofessional education curriculum

Journal of Interprofessional Care

Volumn 27, Issue 1, 2013, Pages 98-100

  Pardue, Karen T ^a  

^a UNIVERSITY OF NEW ENGLAND   (United States)

Author keywords

Appreciative inquiry; Curriculum development; Interprofessional education; Pre qualifying pre licensure; Undergraduate students

Indexed keywords

ARTICLE; COOPERATION; CURRICULUM; EDUCATION; HUMAN; MEDICAL PROFESSION; METHODOLOGY; PROGRAM DEVELOPMENT; PUBLIC RELATIONS; UNITED STATES; UNIVERSITY;

COOPERATIVE BEHAVIOR; CURRICULUM; HEALTH OCCUPATIONS; HUMANS; INTERPROFESSIONAL RELATIONS; MAINE; PROGRAM DEVELOPMENT; UNIVERSITIES;

EID: 84871406994     PISSN: 13561820     EISSN: 14699567     Source Type: Journal    
DOI: 10.3109/13561820.2012.721815     Document Type: Article

References (6)

1. Institute of Medicine (2003). Health profession education: A bridge to quality. Washington, DC: The National Academies Press
2. Interprofessional Education Collaborative Expert Panel (IPEC) (2011) Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, DC: Interprofessional Education Collaborative
3. Mohr, B., & Watkins, J. (2002). The essentials of appreciative inquiry: A roadmap for creating positive futures. Waltham, MA: Pegasus Communications
4. Purtilo, R., & Dougherty, R. (2011). Ethical dimensions in the health professions. St. Louis, MO: Elsevier Saunders
5. University of New England (UNE) (2011). IPEC Mission Statement. Retrieved from http://www.une.edu/wchp/ipec/.
6. World Health Organization (WHO) (2010). A framework for action on interprofessional education and collaborative practice. Geneva: WHO. Retrieved from http://www.who.int/hrh/resources/ framework-action/en/