ArticleAmerican journal of pharmaceutical education2018
Building a Theoretically Grounded Curricular Framework for Successful Interprofessional Education.
Article in American journal of pharmaceutical education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
9 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Outcomes of interprofessional education for pharmacy students: a systematic review.BMC medical education · 2024Pooled it
- Preparing graduate students for collaborative practice in chronic care: a mixed-methods evaluation of an interprofessional student-led education module.BMC medical education · 2025Article
- Sharpening the lens to evaluate interprofessional education and interprofessional collaboration by improving the conceptual framework: a critical discussion.BMC medical education · 2024Review
- In-service training programme for health and social care workers in the Philippines to strengthen interprofessional collaboration in caring for older adults: a mixed-methods study.Health research policy and systems · 2022Review
- Interprofessional Identity in Health and Social Care: Analysis and Synthesis of the Assumptions and Conceptions in the Literature.International journal of environmental research and public health · 2022Review
- Article
- A mixed methods approach to determine the climate of interprofessional education among medical and health sciences students.BMC medical education · 2021Article
- Article
- Embedding the International Classification of Functioning, Disability and Health in Health Professions Curricula to Enable Interprofessional Education and Collaborative Practice.Journal of medical education and curricular developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Experts in the field of interprofessional education (IPE) have called for the use of theory in curriculum design to produce better results with measurable outcomes. While evidence of this practice is growing in the IPE literature, publications about using theoretical approaches to inform curricular design in pharmacy education is nonexistent. This paper describes the process used at the University of Washington for developing a theoretically grounded framework to anchor and guide curriculum design. Faculty charged with implementing IPE at other institutions may learn from our team's approach to co-creating an inclusive framework, developing a common philosophy, and applying appropriate theory in building a framework to guide curriculum development and IPE implementation.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.