Supervision: Interdisciplinary Education at Northeastern University: Educating Health Professions for the 21st Century

Denise Frankoff

doi:10.1044/aas13.3.16

Bridging didactic, interdisciplinary service learning and practice in health professions education

Education + Training ◽

10.1108/et-02-2013-0016 ◽

2014 ◽

Vol 56 (5) ◽

pp. 447-466 ◽

Cited By ~ 1

Author(s):

Halcyon St Hill ◽

Hulya Julie Yazici

Keyword(s):

Service Learning ◽

Interprofessional Education ◽

Health Professions ◽

Integrated Model ◽

Health Professions Education ◽

Interdisciplinary Education ◽

Equation Modeling ◽

Content Type ◽

Interdisciplinary Course ◽

The Impact

Purpose – The purpose of this paper is to present an integrated model of didactic, practice and interdisciplinary service learning in healthcare education, and determine the students’ perceptions on the benefits of this integration. Design/methodology/approach – A pre and post survey design was utilized to examine health professions students’ perspectives with respect to learning outcomes relevant to professional benefits of a service learning capstone. The surveys consisted of 36 items for measuring the interdisciplinary course characteristics and perceived benefits of the integrated approach. The required interdisciplinary (used interchangeably with interprofessional) course was constructed as an integrated didactic, practice interdisciplinary service learning model. The sample consisted of undergraduate students (n=53) who completed the interdisciplinary senior seminar capstone course taught by one faculty member in one of three course sections. Structural equation modeling based on partial least squares was used to analyze the significance of constructs. Students’ reflections on interdisciplinary service learning were also collected and summarized. Findings – The study demonstrated the significance of interdisciplinary course and team preparation on perceived professional benefits and positive community service learning experience. Research limitations/implications – Further studies are needed and being pursued to address practitioners’ perceptions of interdisciplinary education. To fully complete the assessment of interdisciplinary education, longitudinal studies must be pursued with graduates and their employers. A larger sample size could be used to repeat this study. Practical implications – The model employed in this study may be utilized as a component of practice education and clinical practice to address accreditation requirements, quality patient-centred care, and engaging students in valuing interprofessionalism and service. Originality/value – This study presents an integrated model of didactic, practice and interdisciplinary service learning in health professions education, and demonstrates the benefits of the model with health profession students’ perceptions of interprofessional education (IPE). This study contributes to professional learning research as the impact of IPE has been questionable due to lack of rigorous evidence.

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Emerging allied health professions

10.1332/policypress/9781447345367.003.0005 ◽

2021 ◽

pp. 107-130

Author(s):

Susan Nancarrow ◽

Alan Borthwick

Keyword(s):

20Th Century ◽

21St Century ◽

Allied Health ◽

Medical Profession ◽

Health Professions ◽

State Funding ◽

Professional Standards ◽

Occupational Groups ◽

Allied Health Professions ◽

Professional Project

This chapter draws on the examples of the professionalisation of operating department practitioners (ODPs), pedorthists and developmental educators (DEs) to examine the pathway to professionalism in the late 20th and early 21st centuries. These examples illustrate potential pathways that can be adopted for successful professionalisation by other occupational groups. Newly emerging allied health professions at the end of the 20th century and start of the 21st century have been able to access a far more straightforward pathway to achieve their professional project. Newly emerging occupations that meet a series of minimum professional standards face limited opposition from the state and minimal, if any, intervention from the medical profession. Their primary challenge is achieving professional closure and convincing large (mostly state) funding bodies to recognise and purchase their services, effectively achieving professional closure.

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