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| Main Authors: | , , , , , , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1998
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED426212 |
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| _version_ | 1867181843085787136 |
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| author | Pirrie, Anne Wilson, Valerie Elsegood, John Hall, John Hamilton, Sheila Harden, Ronald Lee, Diana Stead, Joan |
| author_facet | Pirrie, Anne Wilson, Valerie Elsegood, John Hall, John Hamilton, Sheila Harden, Ronald Lee, Diana Stead, Joan Pirrie, Anne Wilson, Valerie Elsegood, John Hall, John Hamilton, Sheila Harden, Ronald Lee, Diana Stead, Joan |
| collection | Education Resources Information Center |
| contents | Evaluating Multidisciplinary Education in Health Care. Pirrie, Anne Wilson, Valerie Elsegood, John Hall, John Hamilton, Sheila Harden, Ronald Lee, Diana Stead, Joan Allied Health Occupations Education Developed Nations Foreign Countries Health Personnel Interdisciplinary Approach Medical Education Postsecondary Education Program Evaluation Secondary Education A 2-year study evaluated students' and course organizers' perceptions of the effectiveness of multidisciplinary education (ME) in health care and factors that facilitate or inhibit its development. The study had three phases: a survey of ME provision in the United Kingdom; 42 qualitative interviews and focus groups in 14 sites; and data feedback. Literature review and focus group results led to a definition of ME. Findings include: ME is perceived to be more effective at the postgraduate level; communication is enhanced when students have developed a greater understanding of other professionals' roles; and ME may reinforce participants' sense of their own professional identity, lead to increased personal and professional confidence, and ensure better and more cohesive working practices. Committed individuals, staff with a sense of purpose who work together, staff development, and institutional support facilitated development. The following factors inhibited it: imbalance in student numbers; suitable accommodation for large- and small-group teaching; access to library and information technology facilities; timetabling across groups; the role of professional bodies; unsynchronized validation cycles and profession-specific accreditation; funding constraints; and competition within the sector. Findings from interviews with education commissioners were consistent. Recommendations were made for course organizers and policy makers and education commissioners. (The report contains 65 references. Appendixes include methodology, data collection overview, interview guides, and feedback summary.) (YLB) |
| format | Recurso educativo Open Access |
| id | eric_ED426212 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1998 |
| record_format | eric |
| spellingShingle | Evaluating Multidisciplinary Education in Health Care. Pirrie, Anne Wilson, Valerie Elsegood, John Hall, John Hamilton, Sheila Harden, Ronald Lee, Diana Stead, Joan Allied Health Occupations Education Developed Nations Foreign Countries Health Personnel Interdisciplinary Approach Medical Education Postsecondary Education Program Evaluation Secondary Education Evaluating Multidisciplinary Education in Health Care. Pirrie, Anne Wilson, Valerie Elsegood, John Hall, John Hamilton, Sheila Harden, Ronald Lee, Diana Stead, Joan Allied Health Occupations Education Developed Nations Foreign Countries Health Personnel Interdisciplinary Approach Medical Education Postsecondary Education Program Evaluation Secondary Education A 2-year study evaluated students' and course organizers' perceptions of the effectiveness of multidisciplinary education (ME) in health care and factors that facilitate or inhibit its development. The study had three phases: a survey of ME provision in the United Kingdom; 42 qualitative interviews and focus groups in 14 sites; and data feedback. Literature review and focus group results led to a definition of ME. Findings include: ME is perceived to be more effective at the postgraduate level; communication is enhanced when students have developed a greater understanding of other professionals' roles; and ME may reinforce participants' sense of their own professional identity, lead to increased personal and professional confidence, and ensure better and more cohesive working practices. Committed individuals, staff with a sense of purpose who work together, staff development, and institutional support facilitated development. The following factors inhibited it: imbalance in student numbers; suitable accommodation for large- and small-group teaching; access to library and information technology facilities; timetabling across groups; the role of professional bodies; unsynchronized validation cycles and profession-specific accreditation; funding constraints; and competition within the sector. Findings from interviews with education commissioners were consistent. Recommendations were made for course organizers and policy makers and education commissioners. (The report contains 65 references. Appendixes include methodology, data collection overview, interview guides, and feedback summary.) (YLB) |
| title | Evaluating Multidisciplinary Education in Health Care. |
| topic | Allied Health Occupations Education Developed Nations Foreign Countries Health Personnel Interdisciplinary Approach Medical Education Postsecondary Education Program Evaluation Secondary Education |
| url | https://eric.ed.gov/?id=ED426212 |