Back to Annual Meeting Page		American Public Health Association 133rd Annual Meeting & Exposition December 10-14, 2005 Philadelphia, PA

Abstract #110628

Marilyn M. Gardner, PhD, Department of Public Health, Western Kentucky University, 1 Big Red Way, STH 410E, Bowling Green, KY 42101, 270.745.5864, marilyn.gardner@wku.edu, M. Susan Jones, MSN, Department of Nursing, Western Kentucky University, 1 Big Red Way, Bowling Green, KY 42101, and Jan Peeler, MSW, Department of Social Work, Western Kentucky University, 1 Big Red Way, Bowling Green, KY 42101.

Traditionally, health professionals have been taught using a discipline-specific model. This model, while good at building skill competency, is not reflective of most care settings, which nearly always involves other disciplines. Though health professionals from different disciplines work together in the current system, there is little coordination and collaboration between them. Instead, they function as multi-disciplinary teams with members making independent, discipline-specific contribution. Because this model lacks a systemic or coordinated approach, conflicting views regarding the process of reaching goals and the lack of shared knowledge and communication can result care that is fragmented or incomplete. The complex challenges affecting quality of care have prompted the call for a systemic redesign of the health care system. The foundation for this redesign, according to “Crossing the Quality Chasm: A New Health System for the Twenty-first Century” rests on the use of interdisciplinary teams (IOM, 2001). In order to prepare future health professionals to function effectively in an interdisciplinary health system, educational programs must be redesigned as well. An interdisciplinary team of faculty and students from Nursing, Public Health, and Social Work was convened to address the problem of low health literacy among the rural elderly. This presentation will focus on the practical aspects of planning, implementing and assessing this multi-semester, multi-phased project and share the successes, challenges, and lessons learned.

Learning Objectives: At the end of the session, participants will be able to

1)differentiate between multidisciplinary and interdisciplinary approaches to problem-based learning; 2)identify the key steps in creating effective interdisciplinary problem-based learning environment; and,
• discuss the challenges and rewards of interdisciplinary problem-based learning

Presenting author's disclosure statement:

I wish to disclose that I have NO financial interests or other relationship with the manufactures of commercial products, suppliers of commercial services or commercial supporters.