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. 2013 Feb;6(1):50-6.
doi: 10.1111/cts.12024. Epub 2013 Jan 14.

Development, implementation, and evaluation of an interprofessional course in translational research

Georgeanna F W B Robinson  1 , Judith A Erlen, Doris M Rubio, Wishwa N Kapoor, Samuel M Poloyac
Affiliations

Development, implementation, and evaluation of an interprofessional course in translational research

Georgeanna F W B Robinson et al. Clin Transl Sci. 2013 Feb.

Abstract

The advancement of research from basic science discovery to clinical application requires the extensive collaboration of individuals from multiple disciplines, therefore the ability to work as an effective interprofessional team is essential for researchers in clinical and translational science (CTS). Courses that build interprofessional skills are a key component in CTS education, but the development of these courses poses numerous administrative and educational challenges. This paper describes the processes of designing, implementing, and evaluating an innovative graduate-level course that combines online lectures and in-class facilitated group discussions to promote interprofessional interactions. The course offers students the opportunity to interact with and learn from individuals in a variety of disciplines, and it requires students to engage in interprofessional group work to meet the course objectives. During the past 4 years, 96 students from the schools of medicine, pharmacy, nursing, public health, and health and rehabilitation sciences at a large urban university have completed the course. The course has been well-received, with 87% of students rating its overall quality as excellent, good, or satisfactory. The course offers educators a model to teach graduate students the skills that are essential for becoming effective CTS researchers.

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Figures

Figure 1
Figure 1
Course framework.
Figure 2
Figure 2
Number of students in the course, stratified by school and year.
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