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Interprofessional Education for 21st Century Care

Physician trainees are put into clinical multidisciplinary teams with little knowledge of their non-MD colleagues. They are often unaware of the specialized expertise these other team members possess and they have no framework for understanding the complex interdisciplinary team environment. This lack of understanding results in confusion and missteps that can lead to patient care errors, potentially hostile working conditions, and decreased job satisfaction. With this curriculum we hope to give you a basic understanding of the roles and backgrounds of some core members of the interdisciplinary team as well as insight into these professionals views of the types of common misunderstandings and miscommunication that can derail interprofessional collaboration.

Interprofessional Education for 21st Century Care

There is one session available:

After a course session ends, it will be archived.
Starts Oct 19
Ends Dec 31
Estimated 10 weeks
1–5 hours per week
Self-paced
Progress at your own speed
Free
Optional upgrade available

About this course

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This curriculum has been developed from focus groups and interviews with non-physician healthcare professionals at one academic medical center. Most focus group participants worked in inpatient acute care: as such, the curriculum is focused primarily on acute inpatient care.

At a glance

  • Language: English
  • Video Transcript: English

What you'll learn

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Interprofessional Education for 21st Century developed from a project started in the Stanford Healthcare Innovations and Experiential Learning Directive (SHIELD) program. We would like to acknowledge and thank RJ Sánchez who led creative and technical production, Jotham Porzio who created the original art and animation, and Prakarn Nisarat who designed the handouts and layout of web content. We would also like to recognize the VPTL media production staff who worked on the videos: Adam Lopiccolo, Greg Maximov, and Adam Storek. We gratefully acknowledge the financial support and guidance we received from the office of the Vice Provost for Teaching and Learning, and specifically guidance from Alison Brauneis. We would also like to thank all the healthcare professionals who participated in focus groups, being shadowed, providing feedback on the curriculum, and who appeared on-camera.

About the instructors

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