Diversity and internationalisation in interprofessional education.
Joseph, Sundari Catherine
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JOSEPH, S. 2016. Diversity and internationalisation in interprofessional education. Journal of Taibah university medical sciences [online], 11(6), pages 566-570. Available from: https://doi.org/10.1016/j.jtumed.2016.11.001
This position paper considers the perspectives of introducing diversity and internationalisation to the interprofessional education (IPE) curriculum. Whilst this may seem like an onerous task in the challenging area of delivering quality IPE, the author seeks to demonstrate that the diversification of topics, disciplines and geographical locations can provide valuable student learning. By challenging the notion that IPE focusses on health related topics alone and by broadening students' education graduate attributes can be developed that enhance employability and address global issues for a skilled workforce capable of delivering complex care. The paper highlights interprofessional educational initiatives developed by the author that includes the introduction of topics such as arts and humanities and public protection as well as diversification of disciplines including hospitality management; graphic design and the police. The international initiatives included collaborations between students and staff from Scotland, Japan and Australia. The importance of promoting diversity in the interprofessional curriculum for health and social care students concurs with the strategies from the World Health Organisation's global workforce alliance and professional bodies such as the Higher Education Academy (UK). This paper encourages educators to engage with these strategies to acquire international perspectives on professional disciplines enabling students and faculty to develop a deeper understanding of other countries and cultures. IPE Educators can develop curricula to include such initiatives and ensure that tomorrow's workforce have the necessary knowledge and skills to become global professionals. By adopting these transferable initiatives educators can develop similar interventions appropriate to different cultural contexts.