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Yıl 2013, Sayı 8, 75 - 92, 23.07.2016

Öz

Disiplinler arası öğrenim batılı ülkelerin çoğunda sağlık ve sosyal bakım profesyonellerinin müfredat programlarına yerleştirilmiştir. Disiplinler arası öğrenme, sağlık ve sosyal alanlarında eğitim alan öğrencilerin, ortak öğrenme metodlarıyla, eğitime katılarak yeterliliklerini, kabiliyetlerini ve kendilerini tanımalarını sağlayacak modern öğretim metodlarıyla geleceğe yönelik iş gücünün yaratılmasını sağlar. Sağlık ve sosyal bakım alanlarında işbirliği ile çalışarak daha iyi sonuçlar alabilmek için modernize edilmiş müfredatlar Türkiye’de uygulamaya geçirilmelidir. Özel çalışma modelleri, prosedürler oluşturarak disiplinler arası eğitim programları için kalite güvencesi mekanizmalarının kurulmasına ihtiyaç vardır. Ortak eğitim programları daha küçük ölçekte sağlık ve sosyal bilimler fakültelerinde test edilebilir. Asıl sorun disipliner arası öğrenmenin uzun vadede yükseköğretim programlarına yerleşmesi olacaktır. Disiplinler arası öğrenmede uygulanacak bir çok öğrenme teorileri mevcuttur. Bu yazıda öğrenme teorileri ana hatlarıyla sunulmuştur

Kaynakça

  • Australian Council for Safety and Quality in Health Care (2005). National Patient Safety Education Framework. University of Sydney: The Centre for Innovation in Professional Health Education.
  • Bandura A. (1986). Social Foundations of Thought and Action: SCT: A Social Cognitive Theory. Englewoods Cliffs, NJ: Prentice Hall. p. xii.
  • Bandura, A. (1989). Human Agency in Social Cognitive Theory. Journal of American Psychology, 44 (9): 1175–1184.
  • Barr, H. (2000). New NHS, new collaboration, new agenda for education. Journal of Interprofessional Care, 14, 81–86.
  • Barr, H. (2002).Interprofessional education: Today, yesterday and tomorrow. London: Learning and Teaching support Network: Centre for Health Sciences and Practice.
  • Barr, H., Freeth, D., Hammick, M., Koppel, I., & Reeves, S. (2005). Effective interprofessional education: Argument, assumption and evidence. London: Blackwell Publishing.
  • Beattie, A. (2003). Journeys into Thirdspace?: Health Alliances and the Challenge of Border Crossing, in Leathard, A. (Eds.) Interprofessional Collaboration: From Policy to Practice in Health and Social Care. Hove & New York: BrunnerRoutledge.
  • Bernstein, B. (1971). Class, Codes and Conduct. Vol.1. London: Routledge&Kegan.
  • Boud, D., Keough, R. and Walker, D. (1985).Reflection: Turning Experience Into Learning. London, United Kingdom: Kogan Page.
  • CAIPE (1997).The Centre for the Advancement of Interprofessional Education. Available from http://www.caipe.org.uk
  • Canadian Interprofesional Health Collaborative (CIHC) (2010). A National Interprofessional Competency Framework. Available from www.chic.ca
  • Cerra, F. & Brandt, B. (2011). Renewed focus in the United States links interprofessional education with redesigning health care. Journal of Interprofessional Care, 25 (6): 394-306.
  • Department of Health (DoH) (2001). Learning from Bristol: The Report of the Public Inquiry into Children’s Heart Surgery at the Bristol Royal Infirmary 1984–95. London: TSO.
  • Domac, S. & Anderson, E.S. (2012). Is this the right time to join Turkey to the European interprofessional education community? Journal of Interprofessional Care, 26 (2), 83-84.
  • Domac, S. &Dokuztug-Ucsular, F. (2011).New horizons for interprofessional education in Turkey.Uluslararasi. Yüksekögretim Kongresi. Turkish Higher Education Congress Book. YeniYönelisler ve Sorunlar (UYK-2011). May, Istanbul; Vol (2). Part XI, 1399-1404.
  • Dombeck, M.T. (1997). Professional Personhood: training, territoriality and tolerance. Journal of Interprofessional Care.11.1: 9-21.
  • Hager, P. and Beckett, D. (1998). What would Lifelong Education look like in a Workplace Setting? In Holford, J, Jarvis, P, Griffin, C, (Eds.) International Perspectives on Lifelong Learning. London: Kogan Page.
  • Hall, P. (2005). Interprofessional teamwork: Professional cultures as barriers. Journal of Interproffesional Care, 19 (S1): 188–96.
  • Hammick, M. (1998).Interprofessional Education: concept, theory and application. Journal of Interprofessional Care, 12 (3): 323-332.
  • Hammick, M., Freeth, D., Koppel, I., Reeves, S., & Barr, H. (2007). A best evidence systematic review of interprofessional education. Medical Teacher, 29, 735–751.
  • Knowles, M. (1980). The Adult learner: A neglected species. Hoston, Texas: Gulf Publishing. pp. 27–31.
  • Kyrkjebo, J.M., Brattebo, G. (2006). Smith-Strom H. Improving patient safety by using interprofessional simulation training in health professional education. Journal of Interprofessional Care, 20: 507–16.
  • McCreary J. (1964). The education of physicians in Canada. Canadian Medical Association Journal, 1215–21.
  • Mezirow, J. (2000). Learning to Think Like an Adult: Core Concepts of Transformation Theory. Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco, CA: Jossey-Bass.
  • Miller, GE. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65: (9): 63-67.
  • McAllister, L., Lincoln, M., McLeod, S., and Maloney, D. (1997).Facilitating Learning in Clinical Settings.Cheltenham: Stanley Thornes.
  • McNair, R., Stone, N., Sims, J. & Curtis, C. (2005) Australian evidence for interprofessional education contributing to effective teamwork preparation and interest in rural practice. Journal of Interprofessional Care. 19 (6): 579–594.
  • Parsell G, Spalding R, Bligh J. (1998). Shared goals, shared learning: Evaluation of a multiprofessional course for undergraduate students. Medical Education, 32: 304–11.
  • Reeves, S., Goldman, J., Gilbert, J., Tepper, J., Silver, I., Suter, E., & Zwarenstein, M. (2011). A scoping review to improve conceptual clarity of interprofessional interventions.Journal of Interprofessional Care, 25 (3), 167-74.
  • Rice, K., Zwarenstein, M., Gotlib Conn, L., Kenaszchuk C., Russell A.. & Reeves, S. (2010). An intervention to improve interprofessional collaboration and communications: A comparative qualitative study. Journal of Interprofessional Care. 24 (4): 350–361.
  • Rudland, JR. and Mires, GJ. (2005). Characteristics of doctors and nurses as perceived by students entering medical school: Implications for shared teaching. Medical Education, 39: 448–55.
  • San Martin-Rodriguez, L, Beaulieu, MD., D’Amour, D., Ferrada-Videla, M. (2005). The determinants of successful collaboration: a review of theoretical and empirical studies. Journal of Interproffesional Care, 19 (S1): 132–47.
  • Schön, D. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco, CA: Jossey-Bass.
  • Stone, J. (2010). Moving interprofessional learning forward through formal assessment. Medical Education, 44: 396-403.
  • Inuwa, I.M. (2012). Interprofessional Education (IPE) Activity amongst Health Sciences Students at Sultan Qaboos University. Sultan Qaboos University Medical Journal. 12 (4): 435-441.
  • University of British Colombia (2013). The British Colombia competency framework for interprofessional collaboration. Available from www.chd.ubc.ca
  • Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
  • World Health Organization (WHO) (1988). Learning together to work together for health. Geneva: World Health Organization.
  • World Health Organization-WHO (2010). Framework for Action on Interprofessional Education and Collaborative Practice. Geneva.
  • Zwarenstein, M., Reeves, S. & Perrier, L. (2005). Effectiveness of pre-licensure interprofessional education and post-licensure collaborative interventions. Journal of Interprofessional Care. Suppl 1, 148-165.

Introduction of Interprofessional Education in Turkey with Appropriate Learning Theories

Yıl 2013, Sayı 8, 75 - 92, 23.07.2016

Öz

Interprofessional learning is embedded within health and social care professional curricula in many countries. Interprofessional learning has become synonymous with modernization of helping to breakdown traditional ways of teaching, preparing students in a reformed and innovative ways. The new learning methods will enhance the team working and partnership work once health and social care students are educated together that will prepare them to work collaboratively in delivering their professional input more efficiently. There is a need to install mechanisms of quality assurance for interprofessional education programmes by creating specific working models, procedures and tools in Turkey. There is a plethora of learning theories that could be adapted to interprofessional learning. IPE is the only way of developing more team work approaches to the multi-faceted health and social care problems that patients experience. There are many learning theories related to interprofessional education some of which were presented in this article in a broader way

Kaynakça

  • Australian Council for Safety and Quality in Health Care (2005). National Patient Safety Education Framework. University of Sydney: The Centre for Innovation in Professional Health Education.
  • Bandura A. (1986). Social Foundations of Thought and Action: SCT: A Social Cognitive Theory. Englewoods Cliffs, NJ: Prentice Hall. p. xii.
  • Bandura, A. (1989). Human Agency in Social Cognitive Theory. Journal of American Psychology, 44 (9): 1175–1184.
  • Barr, H. (2000). New NHS, new collaboration, new agenda for education. Journal of Interprofessional Care, 14, 81–86.
  • Barr, H. (2002).Interprofessional education: Today, yesterday and tomorrow. London: Learning and Teaching support Network: Centre for Health Sciences and Practice.
  • Barr, H., Freeth, D., Hammick, M., Koppel, I., & Reeves, S. (2005). Effective interprofessional education: Argument, assumption and evidence. London: Blackwell Publishing.
  • Beattie, A. (2003). Journeys into Thirdspace?: Health Alliances and the Challenge of Border Crossing, in Leathard, A. (Eds.) Interprofessional Collaboration: From Policy to Practice in Health and Social Care. Hove & New York: BrunnerRoutledge.
  • Bernstein, B. (1971). Class, Codes and Conduct. Vol.1. London: Routledge&Kegan.
  • Boud, D., Keough, R. and Walker, D. (1985).Reflection: Turning Experience Into Learning. London, United Kingdom: Kogan Page.
  • CAIPE (1997).The Centre for the Advancement of Interprofessional Education. Available from http://www.caipe.org.uk
  • Canadian Interprofesional Health Collaborative (CIHC) (2010). A National Interprofessional Competency Framework. Available from www.chic.ca
  • Cerra, F. & Brandt, B. (2011). Renewed focus in the United States links interprofessional education with redesigning health care. Journal of Interprofessional Care, 25 (6): 394-306.
  • Department of Health (DoH) (2001). Learning from Bristol: The Report of the Public Inquiry into Children’s Heart Surgery at the Bristol Royal Infirmary 1984–95. London: TSO.
  • Domac, S. & Anderson, E.S. (2012). Is this the right time to join Turkey to the European interprofessional education community? Journal of Interprofessional Care, 26 (2), 83-84.
  • Domac, S. &Dokuztug-Ucsular, F. (2011).New horizons for interprofessional education in Turkey.Uluslararasi. Yüksekögretim Kongresi. Turkish Higher Education Congress Book. YeniYönelisler ve Sorunlar (UYK-2011). May, Istanbul; Vol (2). Part XI, 1399-1404.
  • Dombeck, M.T. (1997). Professional Personhood: training, territoriality and tolerance. Journal of Interprofessional Care.11.1: 9-21.
  • Hager, P. and Beckett, D. (1998). What would Lifelong Education look like in a Workplace Setting? In Holford, J, Jarvis, P, Griffin, C, (Eds.) International Perspectives on Lifelong Learning. London: Kogan Page.
  • Hall, P. (2005). Interprofessional teamwork: Professional cultures as barriers. Journal of Interproffesional Care, 19 (S1): 188–96.
  • Hammick, M. (1998).Interprofessional Education: concept, theory and application. Journal of Interprofessional Care, 12 (3): 323-332.
  • Hammick, M., Freeth, D., Koppel, I., Reeves, S., & Barr, H. (2007). A best evidence systematic review of interprofessional education. Medical Teacher, 29, 735–751.
  • Knowles, M. (1980). The Adult learner: A neglected species. Hoston, Texas: Gulf Publishing. pp. 27–31.
  • Kyrkjebo, J.M., Brattebo, G. (2006). Smith-Strom H. Improving patient safety by using interprofessional simulation training in health professional education. Journal of Interprofessional Care, 20: 507–16.
  • McCreary J. (1964). The education of physicians in Canada. Canadian Medical Association Journal, 1215–21.
  • Mezirow, J. (2000). Learning to Think Like an Adult: Core Concepts of Transformation Theory. Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco, CA: Jossey-Bass.
  • Miller, GE. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65: (9): 63-67.
  • McAllister, L., Lincoln, M., McLeod, S., and Maloney, D. (1997).Facilitating Learning in Clinical Settings.Cheltenham: Stanley Thornes.
  • McNair, R., Stone, N., Sims, J. & Curtis, C. (2005) Australian evidence for interprofessional education contributing to effective teamwork preparation and interest in rural practice. Journal of Interprofessional Care. 19 (6): 579–594.
  • Parsell G, Spalding R, Bligh J. (1998). Shared goals, shared learning: Evaluation of a multiprofessional course for undergraduate students. Medical Education, 32: 304–11.
  • Reeves, S., Goldman, J., Gilbert, J., Tepper, J., Silver, I., Suter, E., & Zwarenstein, M. (2011). A scoping review to improve conceptual clarity of interprofessional interventions.Journal of Interprofessional Care, 25 (3), 167-74.
  • Rice, K., Zwarenstein, M., Gotlib Conn, L., Kenaszchuk C., Russell A.. & Reeves, S. (2010). An intervention to improve interprofessional collaboration and communications: A comparative qualitative study. Journal of Interprofessional Care. 24 (4): 350–361.
  • Rudland, JR. and Mires, GJ. (2005). Characteristics of doctors and nurses as perceived by students entering medical school: Implications for shared teaching. Medical Education, 39: 448–55.
  • San Martin-Rodriguez, L, Beaulieu, MD., D’Amour, D., Ferrada-Videla, M. (2005). The determinants of successful collaboration: a review of theoretical and empirical studies. Journal of Interproffesional Care, 19 (S1): 132–47.
  • Schön, D. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco, CA: Jossey-Bass.
  • Stone, J. (2010). Moving interprofessional learning forward through formal assessment. Medical Education, 44: 396-403.
  • Inuwa, I.M. (2012). Interprofessional Education (IPE) Activity amongst Health Sciences Students at Sultan Qaboos University. Sultan Qaboos University Medical Journal. 12 (4): 435-441.
  • University of British Colombia (2013). The British Colombia competency framework for interprofessional collaboration. Available from www.chd.ubc.ca
  • Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
  • World Health Organization (WHO) (1988). Learning together to work together for health. Geneva: World Health Organization.
  • World Health Organization-WHO (2010). Framework for Action on Interprofessional Education and Collaborative Practice. Geneva.
  • Zwarenstein, M., Reeves, S. & Perrier, L. (2005). Effectiveness of pre-licensure interprofessional education and post-licensure collaborative interventions. Journal of Interprofessional Care. Suppl 1, 148-165.

Ayrıntılar

Diğer ID JA57MU49SU
Bölüm Makaleler
Yazarlar

Sezer DOMAC Bu kişi benim
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Yayımlanma Tarihi 23 Temmuz 2016
Başvuru Tarihi 23 Temmuz 2016
Kabul Tarihi
Yayınlandığı Sayı Yıl 2013, Cilt , Sayı 8

Kaynak Göster

APA Domac, S. (2016). Introduction of Interprofessional Education in Turkey with Appropriate Learning Theories . Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama , (8) , 75-92 . Retrieved from https://dergipark.org.tr/tr/pub/eibd/issue/22670/242093