| Abstract |
Although the sharing of curricular content between health professional schools can reduce faculty burden, the literature provides little guidance to support these efforts. The objective of this investigation was to synthesize data from two prior studies to delineate recommendations guiding the future development of shared curricula in health professional education. Applying Rogers' Diffusion of Innovations Theory as a guiding framework, relevant data were extracted from a two-phase mixed-methods study evaluating the long-term impact of the shared Rx for Change: Clinician-Assisted Tobacco Cessation program. Phase 1, a qualitative study, involved telephone interviews with faculty participants of train-the-trainer workshops conducted between 2003 and 2005. These results informed the development of a phase 2 national survey, administered electronically as a long-term follow-up (13 to 15 years later) with train-the-trainer workshop participants. Results from the two studies were synthesized and summarized, producing seven key recommendations to guide development of shared curricula: (1) appeal to attendees, (2) relate content to clinical practice, (3) deliver live, in-person training, (4) develop high-quality materials, delivered by experts, (5) provide support, (6) meet accreditation standards, and (7) demonstrate effectiveness. Future program developers should consider these recommendations to enhance dissemination, adoption, and long-term sustainability of shared curricular content. |
| Authors |
Nervana Elkhadragy   , Robin L. Corelli , Noll L. Campbell , Alan J. Zillich , Karen Suchanek Hudmon
|
| Journal Info |
Multidisciplinary Digital Publishing Institute | Pharmacy , vol: 11
, iss: 4
, pages: 123 - 123
|
| Publication Date |
8/2/2023 |
| ISSN |
2226-4787 |
Type |
article |
| Open Access |
gold
|
| DOI |
https://doi.org/10.3390/pharmacy11040123 |
| Keywords |
Mixed Methods Research (Score: 0.587433) , Collaborative Practice (Score: 0.566274) , Interdisciplinary Collaboration (Score: 0.533176) , Interprofessional Education (Score: 0.527526) , Evidence-Based Practice (Score: 0.522851)
|
