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Interdisciplinary benefits in Project MAINSTREAM: A promising health professions educational model to address global substance abuse

Interdisciplinary benefits in Project MAINSTREAM: A promising health professions educational... Our purpose was to evaluate the interdisciplinary aspects of Project MAINSTREAM, a faculty development program that trained 39 competitively selected health professional tutors in substance abuse education. Mid-career faculty fellows (tutors) from 14 different health professions across the US dedicated 20% of their academic time for two years to Project MAINSTREAM. Teams of three fellows carried out curricular enhancement and service-learning field project requirements in mentored Interdisciplinary Faculty Learning Groups (IFLGs). Formative and summative evaluations were conducted via written questionnaires and confidential telephone interviews. The importance of interdisciplinary education was rated positively (mean of 3.57 on 1 – 5 scale). Using 18 parameters, fellows preferred interdisciplinary over single disciplinary teaching (means ranged from 3.40 – 4.86), and reported high levels of benefit from their interdisciplinary collaborations (means ranged from 3.53 – 4.56). Fellows reported that interdisciplinary educational collaborations were feasible (3.31) at their home institutions. The majority (63%) said that their trainees, colleagues, supervisors and institutions valued interdisciplinary training either “highly” or “somewhat”, but 22% did not value it. The fellows identified scheduling conflicts (3.46), and lack of faculty rewards (3.46) such as pay or credit toward promotion, as two barriers that they encountered. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Interprofessional Care Taylor & Francis

Interdisciplinary benefits in Project MAINSTREAM: A promising health professions educational model to address global substance abuse

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References (21)

Publisher
Taylor & Francis
Copyright
© 2006 Informa UK Ltd All rights reserved: reproduction in whole or part not permitted
ISSN
1469-9567
eISSN
1356-1820
DOI
10.1080/13561820600893890
pmid
17095443
Publisher site
See Article on Publisher Site

Abstract

Our purpose was to evaluate the interdisciplinary aspects of Project MAINSTREAM, a faculty development program that trained 39 competitively selected health professional tutors in substance abuse education. Mid-career faculty fellows (tutors) from 14 different health professions across the US dedicated 20% of their academic time for two years to Project MAINSTREAM. Teams of three fellows carried out curricular enhancement and service-learning field project requirements in mentored Interdisciplinary Faculty Learning Groups (IFLGs). Formative and summative evaluations were conducted via written questionnaires and confidential telephone interviews. The importance of interdisciplinary education was rated positively (mean of 3.57 on 1 – 5 scale). Using 18 parameters, fellows preferred interdisciplinary over single disciplinary teaching (means ranged from 3.40 – 4.86), and reported high levels of benefit from their interdisciplinary collaborations (means ranged from 3.53 – 4.56). Fellows reported that interdisciplinary educational collaborations were feasible (3.31) at their home institutions. The majority (63%) said that their trainees, colleagues, supervisors and institutions valued interdisciplinary training either “highly” or “somewhat”, but 22% did not value it. The fellows identified scheduling conflicts (3.46), and lack of faculty rewards (3.46) such as pay or credit toward promotion, as two barriers that they encountered.

Journal

Journal of Interprofessional Care – Taylor & Francis

Published: Jan 1, 2006

Keywords: Substance abuse; interdisciplinary education; distance learning; curricula change; faculty development

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