The case for educating health care students in professionalism as the core content of interprofessional education

Background  Professional teams are becoming more central to health care as evidence emerges that effective teamwork enhances the quality of patient care. Currently, health care professionals are poorly prepared by their education for their roles on the team. In parallel, there are increasing demands...

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Bibliographic Details
Published in:Medical education 2005-05, Vol.39 (5), p.456-464
Main Author: McNair, Ruth P
Format: Article
Language:English
Subjects:
Curriculum
Curriculum subjects: programmes and methods
education
Educational sciences
Health Personnel - education
Humans
Interprofessional Relations
medical
Medical and paramedical education
medical/psychology
patient care teams
Professional Competence - standards
students
Students, Health Occupations
students, medical/psychology
Teaching methods
undergraduate/methods
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Summary:Background  Professional teams are becoming more central to health care as evidence emerges that effective teamwork enhances the quality of patient care. Currently, health care professionals are poorly prepared by their education for their roles on the team. In parallel, there are increasing demands from consumers for health care professionals to serve the interests of society and patients through engaging in effective professional partnerships. Professionalism for health care providers is now being defined as a commitment to standards of excellence in the practice of the profession that are designed primarily to serve the interests of the patient and to be responsive to the health needs of society. Yet, there are multiple barriers impeding the development of professionalism beyond a uni‐professional frame of reference. Method  Incorporating teamwork and professionalism into health care professional curricula at pre‐registration level is proving to be challenging. These 2 areas of learning are brought together in this paper through a discussion of the role of interprofessional education in preparing all health care professional students for the workforce. Conclusion  Interprofessionalism is presented as a pre‐registration curriculum framework that includes values shared by all health care professionals, which should be learned in order to more adequately prepare students for working in health care teams. It will be argued that interprofessional education provides appropriate methods by which to learn interprofessionalism, and that this will ultimately contribute to overcoming uni‐professional exclusivity.
ISSN:0308-0110
1365-2923
DOI:10.1111/j.1365-2929.2005.02116.x