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LEARNING/TEACHING
Year : 2002  |  Volume : 15  |  Issue : 1  |  Page : 37-49

Changing Educational Paradigms to Prepare Allied Health Professionals for the 21st Century


1 Associate Professor, Department of Physician Assistant Studies, University of Texas Medical Branch, Galveston, TX 77555-1028, USA
2 Professor, Department of Occupational Therapy, University of Texas Medical Branch, Galveston, TX 77555-1028, USA
3 Associate Dean for Academic Affairs, University of Texas Medical Branch, Galveston, TX 77555-1028, USA
4 Associate Professor, Department of Physical Therapy, University of Texas Medical Branch, Galveston, TX 77555-1028, USA
5 Dean and George T. Bryan Distinguished Professor, School of Allied Health Services, University of Texas Medical Branch, Galveston, TX 77555-1028, USA

Correspondence Address:
Karen S Stephenson
Department of Physician Assistant Studies, School of Allied Health Sciences, Rt. 1028, University of Texas Medical Branch, Galveston, TX 77555-1028
USA
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Source of Support: None, Conflict of Interest: None


Context: Inef.cient and ineffective health care delivery has been of recent concern to most stakeholders in the process. Care provision systems will improve when care providers are educated to function as team members and to demons rate competencies required for practice in diverse, demanding, and ever-changing environments. Goal: In one School of Allied Health Sciences, faculty members from nine departments united to create an interdisciplinary curriculum designed to foster the achievement of common competencies essential for success in the workplace. Approach: Members of a Curriculum-2000 Task Force collaborated to: (1) review current literature, (2) articulate a set of common competencies across several disciplines, and (3) produce a proposal for achieving and measuring competencies in an interdisciplinary manner. Conclusion: Individuals from various disciplines can come to consensus about competencies that graduates should achieve. Such consensus is the .rst step in the direction of implementing a curriculum based on interdisciplinary competencies.


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