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Abstract：
This article was migrated. The article was marked as recommended. Introduction: Implementing interprofessional learning (IPL) in health profession curriculum is difficult despite widespread acknowledgement of the importance of interprofessional collaborative health care practice. The aim of this study was to develop a balanced scorecard using a Delphi technique to document and monitor implementation of IPL in a faculty of health and medical sciences. Methods/Results: Twenty-four academic teachers and health service clinical supervisors completed two electronic questionnaires as part of a two stage Delphi survey. Consensus (70% agreement/disagreement) was achieved for 27/36 items in round one and for all 10 items in round two. Ten performance metrics were subsequently identified. Discussion: The Delphi was an efficient and effective method for identifying performance metrics for monitoring faculty IPL implementation. With a strong focus on learning outcomes and assessment, the scorecard will enable the faculty to formally monitor implementation of our IPL strategy over time. A follow up process of identifying data sources for reporting against each of the scorecard items has already highlighted gaps in our current practices, predominantly in staff professional development and assessment.
摘要：
本文已迁移。这篇文章被标记为推荐。简介：尽管人们普遍认识到跨专业协作医疗保健实践的重要性，但在卫生专业课程中实施跨专业学习（IPL）仍然很困难。这项研究的目的是使用Delphi技术开发平衡计分卡，以记录和监视卫生和医学学院IPL的实施情况。方法/结果：作为两阶段德尔菲调查的一部分，二十四名学术教师和卫生服务临床主管完成了两份电子问卷。在第一轮中对27/36个项目达成了共识（70％的同意/分歧），在第二轮中对所有10个项目达成了共识。随后确定了十个性能指标。讨论：Delphi是识别绩效指标以监控教师IPL实施的有效方法。注重学习成果和评估，计分卡将使教师正式监督我们的IPL战略的实施随着时间的推移。确定用于针对每个记分卡项目进行报告的数据源的后续过程已经突出了我们当前实践中的差距，主要从事员工专业发展和评估。
