Pedagogy of Interprofessional Education: The Development of a Multidisciplinary

1. Pedagogy of Interprofessional Education: The Development of a Multidisciplinary Approach to Evidence Based Teaching. G. Jean Logan, MSN, RN; Drexel University Linda S. Adamson  EdD; Johns Hopkins School of Education Anne E. Belcher, PhD, RN, AOCN, FAAN, ANEF Johns Hopkins School of Nursing Conclusion 3 4 1 Background Results: Evidence-Based Teaching Master of Education in the Health Professions The creation of an interdisciplinary course provided an opportunity for a variety of disciplines to interact in the development and the classroom. The faculty were presented with an opportunity to examine their strengths and unique perspectives. This reflection allowed them to identify ways they could complement each other. The course that resulted was an educational opportunity informed by multiple disciplines to develop teaching strategies based on evidence. The graduates of this course are uniquely prepared to advance healthcare education. Healthcare delivery in the United States has become a collaboration of multiple disciplines. The integration of patient care and business in healthcare presents the challenge of developing a common understanding for better organizational decision-making. As the concept of this course evolved into a reality Ms. Logan observed the process and product from the perspective of a masters level student from an outside institution looking to understand and observe the development of an inter-professional education course. A multidisciplinary course was created in the Master of Education in the Health Professions program through collaboration of these 5 separate professional schools: JHU School of Nursing JHU School of Education JHU School of Medicine Carey Business School Bloomberg School of Public Health  The course, Evidence Based Teaching, is part of a curriculum for health care educators with multidisciplinary underpinnings that inform the content and its delivery. Evidence Based Teaching is a foundational course and a valuable place to begin this interdisciplinary collaboration. • Mixed Method Course Delivery • Classroom • Virtual, interactive • Independent Study • Team Teaching • Course Efficacy • Self evaluation • Student Survey 5 References • Adamson, L., & Belcher, A. (2011). Evidence-Based teaching Master of Education in the Health Professions - Syllabus. Johns Hopkins University. • Benner, P. (2001). From Novice to Expert Exellence and Power in Clinical Nursing Practice. Upper Saddle River, NJ: Prentice Hall Health. • CAST. (2012). About UDL: What is Universal Design for Learning? Wakefield, MA: Author. Retrieved January 30, 2012 from http://cast.org/udl/index.html • Interprofessional Education Collaborative. (2011a). Core Competencies for interprofessional collaborative practice: Interprofessional Education Collaborative. • Interprofessional Education Collaborative. (2011b, Feb. 16, 2011). Team-Based competencies: Building a shared foundation for education and clinical practice. Paper presented at the Team-Based competencies: Building a shared foundation for education and clinical practice, Washington, D.C. 2 Methods Open Communication Faculty Collaboration Common Objectives