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Rebecca C Henry

Publications and source records attributed to Rebecca C Henry.

3 recordsLinked to original sources
PubMed2003

Lessons learned from implementing multidisciplinary health professions educational models in community settings.

This article addresses sustainability elements for multidisciplinary health professions education in communities. The results are based on a 5 year program involving multiple health professions education institutions in seven states within the USA. We offer observations and suggestions to others who plan and implement multidisciplinary programs for health professions educators. Our findings are based on the outcomes of the Community Partnerships in Health Professions Education (CPHPE) initiative funded by the W. K. Kellogg Foundation. Data sources included pre and post surveys of students and faculty, site visits, published evaluations and site reports, and a 2 year follow-up evaluation after the external funding phase. Elements of the partnership that facilitated the sustainability of the models were: leadership, complementary missions, curriculum that mirrors clinical community practice, change from outside in, partnership boards, and faculty development. Those elements that were barriers to sustaining the efforts were: professional identities and territorial boundaries, structural differences, costs, and unclear goals. The multidisciplinary components of the community partnership initiative were the most challenging. However, in most programs, they did succeed and are currently in place. By paying attention to the elements that enhance and detract from teaming, one can plan for more successful multidisciplinary education.

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PubMed2002

A strategy for developing educational evaluations for learner, course, and institutional goals.

The curricula for both veterinary and human medicine are undergoing review and change as a new and highly competitive practice environment influences what abilities graduates require to be successful. Concerning many is the contention that some graduates lack skills and aptitudes necessary for economic success. If significant changes are to be considered for the curricula of either profession, it will be difficult to plan for meaningful change in the absence of high-quality information about the needs of graduates and related curriculum gaps. The purpose of this article is to argue why educators should design more effective systems of evaluation that are responsive to the needs of educational program planning. One example from a medical school is described. In this case, the authors discuss how their institution's evaluations were insufficient for answering new and important questions that go beyond traditional cognitive measures: specifically, no data set was available that allowed the institution to answer questions about practice environment and curricular innovations. More recently, institutions have become interested in learning to what extent their broad missions are accomplished or not. Similarly, academic leaders are not simply interested in performance of learners on tests of competence; they want to know more about how their graduates are doing in the practice setting. To answer questions such as these, educators must expand their systems of evaluations to address these broader themes. The authors conclude by identifying several lessons learned from their experiences in developing a new system of educational program evaluation.

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