Linking Essential Learning Outcomes and Interprofessional Collaborative Practice Competency in Health Science Undergraduates
Main Article Content
Abstract
Downloads
Article Details
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
References
American Association of Colleges and Universities (AAC&U). (2015). The LEAP challenge: Education for a world of unscripted problems. Retrieved from: https://www.aacu.org/leap/challenge
American Association of Colleges and Universities (AAC&U). (2007). College learning for the new global century. Washington, DC: Author.
Klein-Collins, R. (2012). Competency Based Programs in the U.S.: Post-secondary Credentials for Measurable Student Learning and Performance. Council for Adult and Experiential Learning: Chicago, IL.
Cydis, S., Galantino, M., Hood, C., Padden, M., & Richard, M. (2015). Integrating and assessing essential learning outcomes: Fostering faculty development and student engagement. Journal of the Scholarship of Teaching and Learning 15(3), 35-52.
Spady, W. (1994). Outcome based education: Critical issues and answers. Arlington, VA: American Association of School Administrators.
Hakel, M. (2010). Learning goes beyond knowing. The Psychologist-Manager Journal, 13. 234236. doi: 10 1080 /108887136.2010.522475
Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum
Interprofessional Education Collaborative Expert Panel [IPCEP]. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative
Malan, S. (2000). The ‘new paradigm’ of outcomes based education in perspective. Journal of Family Ecology and Consumer Sciences, 28, 22-28.
Stockton University (n.d.). Retrieved from: http//www. Stockton
Slade, S. & Prinsloo, P. (2013). Learning analytics: Ethical issues and dilemmas. American Behavioral Science, 57(10), 1510-1529.
Sullivan, D. (2015). The VALUE breakthrough: Getting the assessment of student learning in college right. Washington, DC: AAC & U.
Teixera-Poit, S., Cameron, A., & Schulman, M. (2011) Experiential learning and research ethics: Enhancing knowledge through action. Teaching Sociology 39(3). 244-258. doi: 10:1177/0092055X11407346