Toward interprofessional learning and education: Mapping common outcomes for prequalifying healthcare professional programs in the United Kingdom

Abstract

Introduction: Interprofessional education (IPE) continues to be a key component in prequalifying health professional education, with calls for regulators to publish a joint statement regarding IPE outcomes. To date, the regulatory documents for healthcare education in the United Kingdom have not been examined for common learning outcomes; information that could be used to inform such a statement and to identify opportunities for interprofessional learning.

Methods: A mapping of the outcomes/standards required by five, UK, health profession regulatory bodies was undertaken. This involved the identification of common outcomes, a keyword search and classification of common outcomes/standards; presented as themes and subthemes.

Results: Seven themes were identified: knowledge for practice, skills for practice, ethical approach, professionalism, continuing professional development (CPD), patient-centered approach and teamworking skills, representing 22 subthemes. Each subtheme links back to the outcomes/standards in the regulatory documents.

Conclusions: This study identifies the key areas of overlap in outcomes/standards expected of selected healthcare graduates in the United Kingdom. The mapping provides a framework for informing prequalifying IPE curricula, for example, identifying possible foci for interprofessional education outcomes and associated learning opportunities. It allows reference back to the standards set by regulatory bodies, a requirement for all institutions involved in health profession education.

Acknowledgments

I would like to thank Miss Annie Campbell, Medical Artist, University of Dundee who designed Figure 1.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Notes on contributors

Kathryn Steven, MBChB (Hons), MRCGP, MMed, FHEA, is a GP and academic fellow in a joint post between the School of Medicine, University of Dundee and the School of Pharmacy and Life Sciences, Robert Gordon University.

Stella Howden, BSc (Hons), MScEd, PhD, SFHEA, is Associate Dean for Quality and Academic Standards, School of Medicine, University of Dundee and Senior Lecturer in Medical Education, Centre for Medical Education.

Gary Mires, MBChB, MD, FRCOG, FHEA, is Dean of the School of Medicine and Professor of Obstetrics, University of Dundee and Honorary Consultant Obstetrician at Ninewells Hospital and Medical School.

Iain Rowe, BSc (Hons), PhD, FHEA, is a researcher and lecturer at the School of Pharmacy and Life Sciences, Robert Gordon University

Natalie Lafferty, BSC (Hons), is Head of the Centre for Technology and Innovation in Learning and Assistant Director at the Library and Learning Centre, University of Dundee.

Amy Arnold is a pharmacist with a PhD in cardiovascular pharmacology and research experience in pharmacy education including interprofessional education and experiential learning placements.

Alison Strath, BSc (Hons), FRPharmS, is a Professor of Community Pharmacy Practice at the School of Pharmacy and Life Sciences, Robert Gordon University and is Principal Pharmaceutical Officer with Scottish Government

Additional information

Funding

This work was supported by NHS Education for Scotland.