Evidence map›Paper›PMID 36028840›Full record

ArticleHuman resources for health2022

Accreditation as a driver of interprofessional education: the Canadian experience.

Mohammad B Azzam, Marie-Andrée Girard, Cynthia Andrews, Hope Bilinski, Denise M Connelly, John H V Gilbert, Christie Newton, Ruby E Grymonpre

Erratum issuedOpen access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Human resources for health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 4 papers.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed
2.2field-weighted citation impact, top 12% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed, 9 citations in OpenAlex.

  1. Article
  2. Article
  3. Article
  4. Article
4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

8 authors at 6 institutions in 2 countries.

Mohammad B AzzamCurriculum Studies and Studies in Applied Linguistics, Faculty of Education, Western University, London, ON, Canada.
Marie-Andrée GirardAnesthesiology and Pain Medicine Department, Faculty of Medicine, University of Montreal, Montreal, QC, Canada.
Cynthia AndrewsDepartment of Dental Clinical Sciences, Faculty of Dentistry, Dalhousie University, Halifax, NS, Canada. cynthia.andrews@dal.ca.ORCID http://orcid.org/0000-0003-4171-6438
Hope BilinskiCollege of Nursing, University of Saskatchewan, Saskatoon, SK, Canada.
Denise M ConnellySchool of Physical Therapy, Faculty of Health Sciences, Western University, London, ON, Canada.
John H V GilbertCollege of Health Disciplines, University of British Columbia, Vancouver, BC, Canada.
Christie NewtonDepartment of Family Practice, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada.
Ruby E GrymonpreCollege of Pharmacy, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada.
University of British Columbia · CAWestern University · CADalhousie University · CAUniversity of Manitoba · CAUniversity of Saskatchewan · CAWorld Health Organization - Pakistan · PK

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe purpose of this study was to (1) explore evidence provided by Canadian health and social care (HASC) academic programs in meeting their profession-specific interprofessional education (IPE)-relevant accreditation standards; (2) share successes, exemplars, and challenges experienced by HASC academic programs in meeting their IPE-relevant accreditation standards; and (3) articulate the impacts of IPE-relevant accreditation standards on enabling interprofessional learning to the global HASC academic community.

methodsProfession-specific (bilingual, if requested) surveys were developed and emailed to the Deans/Academic Program Directors of eligible academic programs with a request to forward to the individual who oversees IPE accreditation. Responses were collated collectively and by profession. Open-ended responses associated with our first objective were deductively categorized to align with the five Accreditation of Interprofessional Health Education (AIPHE) standards domains. Responses to our additional questions associated with our second and third objectives were inductively categorized into themes. RESULTS/DISCUSSION: Of the 270 HASC academic programs surveyed, 30% (n = 24) partially or completely responded to our questions. Of the 106 IPE-relevant standards where evidence was provided, 62% (n = 66) focused on the Educational Program, 88% of which (n = 58) were either met or partially met, and 47% (n = 31) of which focused on practice-based IPE. Respondents cited various exemplars and challenges in meeting IPE-relevant standards.

conclusionsThe overall sentiment was that IPE accreditation was a significant driver of the IPE curriculum and its continuous improvement. The array of exemplars described in this paper may be of relevance in advancing IPE implementation and accreditation across Canada and perhaps, more importantly, in countries where these processes are yet emerging.

Indexed as

Interprofessional EducationInterprofessional RelationsAccreditationCanadaCurriculumHumansAccreditationCanadaHealth and social care professionsInterprofessional education

Identifiers

PMID36028840
PMCPMC9412779
OpenAlexW4293512781

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.