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The Positive Impact of Intentional Curricular Design on Interprofessional Learning
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Author(s): Nurry Pirani (University of Missouri-Kansas City School of Medicine, USA), Steven D. Waldman (University of Missouri-Kansas City School of Medicine, USA), Kara Zweerink (University of Missouri-Kansas City School of Medicine, USA), Valerie Chuy (University of Missouri-Kansas City School of Medicine, USA), Saqib Hassan (University of Missouri-Kansas City School of Medicine, USA), Debra Wekesa (University of Missouri-Kansas City School of Medicine, USA)and Marcella Riley (University of Missouri-Kansas City School of Medicine, USA)
Copyright: 2020
Pages: 20
Source title:
Building a Patient-Centered Interprofessional Education Program
Source Author(s)/Editor(s): Steven D. Waldman (University of Missouri-Kansas City School of Medicine, USA)and Stephanie Bowlin (Western University of Health Sciences, USA)
DOI: 10.4018/978-1-7998-3066-5.ch004
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Abstract
Interprofessional education has been gaining traction in the educational and professional climate today. As a shift has been made to incorporate the collaboration of health professionals into education, benefits in overall quality of education and patient care have been observed. Students who are involved in IPE are able to learn about other careers, learn the limitations of their own career, cement existing knowledge, develop relationships with members of various fields, improve teamwork skills, and enhance their job satisfaction. Patients have also benefited from the new IPE implementation. As a result of increased collaboration, there has been a reduction in patient errors and overall improved quality of care among programs who participate in IPE.
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