A Decade of a Collaborative Care Curriculum Framework: Future Directions and Innovations

Collaborative practice is widely acknowledged as crucial for enhancing healthcare outcomes and patient safety. Although Australia has not yet established a national competency framework, many universities have started integrating curriculum frameworks into their health profession programs. In 2014, Monash University initiated the development and implementation of a Collaborative Care Curriculum (CCC) Framework (Maddock et al, 2019). This framework focuses on four themes of person-centred care, role understanding, interprofessional communication and collaboration within and across teams. Student outcomes are defined at three levels: novice, intermediate and entry to practice. Over the past decade, significant efforts have been made to embed and evaluate Interprofessional Learning across all thirteen pre-registration programs within the faculty. As we mark the tenth anniversary of the CCC framework, ensuring its growth and sustainability remains a priority for Monash University. To achieve this, a comprehensive curriculum review and renewal process is necessary to ensure full representation at all levels and in all programs. A critical priority is the effective assessment of learning outcomes and the measurement of the long-term impact of this work on collaborative practice. This presentation will share our insights and outline our strategies for future achievements.
References Maddock, B., Kumar, A. and Kent, F. (2019), Creating a Collaborative Care Curriculum Framework. Clin Teach, 16: 120-124. https://doi.org/10.1111/tct.12796