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Why are you here? Needs analysis of an interprofessional health-education graduate degree program

Authors Cable C, Knab M, Tham K, Navedo D, Armstrong E

Received 7 January 2014

Accepted for publication 9 February 2014

Published 11 April 2014 Volume 2014:5 Pages 83—88

DOI https://doi.org/10.2147/AMEP.S60211

Checked for plagiarism Yes

Review by Single-blind

Peer reviewer comments 3


Christian Cable,1,2 Mary Knab,3,4 Kum Ying Tham,5,6 Deborah D Navedo,3 Elizabeth Armstrong3,7,8

1
Scott and White Healthcare, Temple, 2Texas A&M University Health Science Center, TAMHSC College of Medicine, Bryan, TX, 3MGH Institute of Health Professions, 4Physical and Occupational Therapy Services Department, Massachusetts General Hospital, Boston, MA, USA; 5Emergency Department, Tan Tock Seng Hospital, 6Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore; 7Harvard Macy Institute, 8Department of Pediatrics, Harvard Medical School, Boston, MA, USA

Abstract: Little is known about the nature of faculty development that is needed to meet calls for a focus on quality and safety with particular attention to the power of interprofessional collaborative practice. Through grounded-theory methodology, the authors describe the motivation and needs of 20 educator/clinicians in multiple disciplines who chose to enroll in an explicitly interprofessional master's program in health profession education. The results, derived from axial coding described by Strauss and Corbin, revealed that faculty pursue such postprofessional master's degrees out of a desire to be better prepared for their roles as educators. A hybrid-delivery model on campus and online provided access to graduate degrees while protecting the ability of participants to remain in current positions. The added benefit of a community of practice related to evidence-based and innovative models of education was valued by participants. Authentic, project-based learning and assessment supported their advancement in home institutions and systems. The experience was described by participants as a disruptive innovation that helped them attain their goal of leadership in health profession education.

Keywords: health education

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