Accreditation as a driver of interprofessional education: the Canadian experience
Abstract Background The purpose of this study was to (1) explore evidence provided by Canadian health and social care (HASC) academic programs in meeting their profession-specific interprofessional education (IPE)-relevant accreditation standards; (2) share successes, exemplars, and challenges exper...
| Main Authors: | , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2022-08-01
|
| Series: | Human Resources for Health |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12960-022-00759-4 |
| _version_ | 1817998864740777984 |
|---|---|
| author | Mohammad B. Azzam Marie-Andrée Girard Cynthia Andrews Hope Bilinski Denise M. Connelly John H. V. Gilbert Christie Newton Ruby E. Grymonpre |
| author_facet | Mohammad B. Azzam Marie-Andrée Girard Cynthia Andrews Hope Bilinski Denise M. Connelly John H. V. Gilbert Christie Newton Ruby E. Grymonpre |
| author_sort | Mohammad B. Azzam |
| collection | DOAJ |
| description | Abstract Background The purpose of this study was to (1) explore evidence provided by Canadian health and social care (HASC) academic programs in meeting their profession-specific interprofessional education (IPE)-relevant accreditation standards; (2) share successes, exemplars, and challenges experienced by HASC academic programs in meeting their IPE-relevant accreditation standards; and (3) articulate the impacts of IPE-relevant accreditation standards on enabling interprofessional learning to the global HASC academic community. Methods Profession-specific (bilingual, if requested) surveys were developed and emailed to the Deans/Academic Program Directors of eligible academic programs with a request to forward to the individual who oversees IPE accreditation. Responses were collated collectively and by profession. Open-ended responses associated with our first objective were deductively categorized to align with the five Accreditation of Interprofessional Health Education (AIPHE) standards domains. Responses to our additional questions associated with our second and third objectives were inductively categorized into themes. Results/discussion Of the 270 HASC academic programs surveyed, 30% (n = 24) partially or completely responded to our questions. Of the 106 IPE-relevant standards where evidence was provided, 62% (n = 66) focused on the Educational Program, 88% of which (n = 58) were either met or partially met, and 47% (n = 31) of which focused on practice-based IPE. Respondents cited various exemplars and challenges in meeting IPE-relevant standards. Conclusions The overall sentiment was that IPE accreditation was a significant driver of the IPE curriculum and its continuous improvement. The array of exemplars described in this paper may be of relevance in advancing IPE implementation and accreditation across Canada and perhaps, more importantly, in countries where these processes are yet emerging. |
| first_indexed | 2024-04-14T02:59:55Z |
| format | Article |
| id | doaj.art-0f2cdc572faf4c1d94caf7e6162e964e |
| institution | Directory Open Access Journal |
| issn | 1478-4491 |
| language | English |
| last_indexed | 2024-04-14T02:59:55Z |
| publishDate | 2022-08-01 |
| publisher | BMC |
| record_format | Article |
| series | Human Resources for Health |
| spelling | doaj.art-0f2cdc572faf4c1d94caf7e6162e964e2022-12-22T02:15:56ZengBMCHuman Resources for Health1478-44912022-08-0120111110.1186/s12960-022-00759-4Accreditation as a driver of interprofessional education: the Canadian experienceMohammad B. Azzam0Marie-Andrée Girard1Cynthia Andrews2Hope Bilinski3Denise M. Connelly4John H. V. Gilbert5Christie Newton6Ruby E. Grymonpre7Curriculum Studies and Studies in Applied Linguistics, Faculty of Education, Western UniversityAnesthesiology and Pain Medicine Department, Faculty of Medicine, University of MontrealDepartment of Dental Clinical Sciences, Faculty of Dentistry, Dalhousie UniversityCollege of Nursing, University of SaskatchewanSchool of Physical Therapy, Faculty of Health Sciences, Western UniversityCollege of Health Disciplines, University of British ColumbiaDepartment of Family Practice, Faculty of Medicine, University of British ColumbiaCollege of Pharmacy, Rady Faculty of Health Sciences, University of ManitobaAbstract Background The purpose of this study was to (1) explore evidence provided by Canadian health and social care (HASC) academic programs in meeting their profession-specific interprofessional education (IPE)-relevant accreditation standards; (2) share successes, exemplars, and challenges experienced by HASC academic programs in meeting their IPE-relevant accreditation standards; and (3) articulate the impacts of IPE-relevant accreditation standards on enabling interprofessional learning to the global HASC academic community. Methods Profession-specific (bilingual, if requested) surveys were developed and emailed to the Deans/Academic Program Directors of eligible academic programs with a request to forward to the individual who oversees IPE accreditation. Responses were collated collectively and by profession. Open-ended responses associated with our first objective were deductively categorized to align with the five Accreditation of Interprofessional Health Education (AIPHE) standards domains. Responses to our additional questions associated with our second and third objectives were inductively categorized into themes. Results/discussion Of the 270 HASC academic programs surveyed, 30% (n = 24) partially or completely responded to our questions. Of the 106 IPE-relevant standards where evidence was provided, 62% (n = 66) focused on the Educational Program, 88% of which (n = 58) were either met or partially met, and 47% (n = 31) of which focused on practice-based IPE. Respondents cited various exemplars and challenges in meeting IPE-relevant standards. Conclusions The overall sentiment was that IPE accreditation was a significant driver of the IPE curriculum and its continuous improvement. The array of exemplars described in this paper may be of relevance in advancing IPE implementation and accreditation across Canada and perhaps, more importantly, in countries where these processes are yet emerging.https://doi.org/10.1186/s12960-022-00759-4Interprofessional educationHealth and social care professionsAccreditationCanada |
| spellingShingle | Mohammad B. Azzam Marie-Andrée Girard Cynthia Andrews Hope Bilinski Denise M. Connelly John H. V. Gilbert Christie Newton Ruby E. Grymonpre Accreditation as a driver of interprofessional education: the Canadian experience Human Resources for Health Interprofessional education Health and social care professions Accreditation Canada |
| title | Accreditation as a driver of interprofessional education: the Canadian experience |
| title_full | Accreditation as a driver of interprofessional education: the Canadian experience |
| title_fullStr | Accreditation as a driver of interprofessional education: the Canadian experience |
| title_full_unstemmed | Accreditation as a driver of interprofessional education: the Canadian experience |
| title_short | Accreditation as a driver of interprofessional education: the Canadian experience |
| title_sort | accreditation as a driver of interprofessional education the canadian experience |
| topic | Interprofessional education Health and social care professions Accreditation Canada |
| url | https://doi.org/10.1186/s12960-022-00759-4 |
| work_keys_str_mv | AT mohammadbazzam accreditationasadriverofinterprofessionaleducationthecanadianexperience AT marieandreegirard accreditationasadriverofinterprofessionaleducationthecanadianexperience AT cynthiaandrews accreditationasadriverofinterprofessionaleducationthecanadianexperience AT hopebilinski accreditationasadriverofinterprofessionaleducationthecanadianexperience AT denisemconnelly accreditationasadriverofinterprofessionaleducationthecanadianexperience AT johnhvgilbert accreditationasadriverofinterprofessionaleducationthecanadianexperience AT christienewton accreditationasadriverofinterprofessionaleducationthecanadianexperience AT rubyegrymonpre accreditationasadriverofinterprofessionaleducationthecanadianexperience |