Moving IPE from being ‘worthy’ to ‘required’ in health professional curriculum: Is good governance the missing part?

Abstract

Introduction: There is an accelerating trend towards interdisciplinary learning and teaching activities in higher education. However, traditional discipline-based approaches to making and implementing decisions (academic governance) can be out of step. Within health professional education, there is a particular need to embrace interdisciplinary approaches to learning in the form of interprofessional education (IPE). The aim of this study was to identify academic governance models that successfully, or otherwise, supported the maintenance of quality standards of IPE programs and learning activities.

Method: A 10-year literature search yielded 11 articles that addressed the IPE governance of academic standards.

Results: Three models were identified: centralized, decentralized, and stand-alone. Key features of each are described with discussion on strengths and weaknesses for curriculum development, academic leadership and student learning, and the challenges of enabling interprofessional governance within traditional university academic governance structures.

Conclusion: As with interdisciplinary education more broadly, there is emerging literature regarding effective governance systems to enable quality IPE within individual institutions. Educators should give careful consideration to the optimal governance model for their particular institution and context.

Keywords:

• Interprofessional health education
• governance
• quality assurance
• curriculum

Glossary

Governance: Encompasses the system by which an organisation is controlled and operates, and the mechanisms by which it, and its people, are held to account. Ethics, risk management, compliance and administration are all elements of governance (Governance Institute of Australia; https://www.governanceinstitute.com.au/resources/what-is-governance/).

Acknowledgements

The authors would like to thank Ms. Alyssa Critchley for her research assistance and support in conducting the comprehensive literature review.

Disclosure statement

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

Additional information

Funding

This work was supported by funding from the Office of Learning and Teaching, Australia.

Notes on contributors

Carole Steketee

Carole Steketee, PhD, B.Ed. (Hons), B.Arts. (Education), is the National Director of Learning and Teaching at the University of Notre Dame Australia. Prior to this role she was Associate Dean Learning and Teaching in the medical school. She is currently the Chair of the University’s Academic Council.

Maree O’Keefe

Maree O’Keefe, PhD, DCCH, MBBS(Hons), FRACP, is the Director Curriculum in the Faculty of Health and Medical Sciences at the University of Adelaide. She has held appointments with institutional and national governance bodies across higher education, health profession, government and not for profit organisations.