The four goals of C3 reflect the sk

The four goals of C3 reflect the skills
and settings that affect students’
transformation as they journey from
matriculation to graduation. Each goal
builds on the previous one; the goals
increase in complexity and affinity for the
settings where students’ contributions to
interprofessional teamwork will be
critical for effective health care delivery
and translational research. The goals
listed below have guided the C3
implementation to date:
Goal 1. Students will acquire teamwork
competencies.
Goal 2. Students will acquire knowledge,
including the values and beliefs, of health
professions different from their own
discipline that will enable them to define
interprofessional health care delivery or
research.
Goal 3. Students will apply their
teamwork competencies in a
collaborative, interprofessional health
care delivery or research learning setting.
Goal 4. Students will demonstrate their
teamwork competencies in collaborative,
interprofessional health care delivery or
translational research contexts.
Conceptual foundation
The C3 conceptual foundation is drawn
from three key sources in the literature
and promotes a common understanding
of the initiative’s purpose among faculty,
staff, and students. First, our belief that
IPE is a transformational process for
students is strongly influenced by and
rooted in general adult learning theory,
particularly the original work of
Mezirow,17 who is considered the father
of transformative learning theory. In his
later work, Mezirow18 described a 10-step
process for transformative learning which
includes genuine experience of dilemmas
that require the development of new
roles and new ways of acting; clearly,
developing the interprofessional team
skills necessary to succeed in a complex
Institutional Issues
Academic Medicine, Vol. 85, No. 8 / August 2010 1291
health care system encompasses this type
of learning.

Hasil (Bahasa Indonesia) 1:

Tujuan empat C3 mencerminkan keterampilandan pengaturan yang mempengaruhi siswatransformasi karena mereka perjalanan darimatrikulasi lulus. Setiap tujuanmembangun yang sebelumnya; tujuanpeningkatan kompleksitas dan afinitas untukpengaturan mana kontribusi mahasiswakerja sama interprofessional akanpenting untuk penyampaian perawatan kesehatan yang efektifdan penelitian translational. Tujuantercantum di bawah ini telah membimbing C3implementasi untuk tanggal:Tujuan 1. Siswa akan memperoleh kerja sama timkompetensi.Tujuan 2. Mahasiswa akan memperoleh pengetahuan,termasuk nilai-nilai dan keyakinan, Kesehatanprofesi yang berbeda dari mereka sendiridisiplin yang akan memungkinkan mereka untuk menentukanpenyediaan layanan kesehatan interprofessional ataupenelitian.Tujuan 3. Siswa akan menerapkan merekakerja sama tim kompetensi dalamkolaboratif, interprofessional Kesehatanpelayanan jasa atau penelitian belajar pengaturan.Tujuan 4. Siswa akan menunjukkan merekakerja sama tim kompetensi dalam kolaboratif,penyediaan layanan kesehatan interprofessional ataupenelitian Translational konteks.Fondasi konseptualFondasi konseptual C3 ditarikdari tiga sumber utama dalam literaturdan mempromosikan pemahaman umuminisiatif tujuan antara FakultasStaf, dan mahasiswa. Pertama, keyakinan kami bahwaIPE adalah proses transformasiSiswa sangat dipengaruhi oleh danberakar pada umumnya teori belajar dewasa,khususnya karya asli dariMezirow, 17 yang dianggap sebagai ayahteori belajar transformatif. Dalamkemudian bekerja, Mezirow18 dijelaskan 10 langkahproses belajar yang transformatifmeliputi asli pengalaman dari dilemayang memerlukan pengembangan baruperan dan cara-cara baru bertindak; jelas,mengembangkan tim interprofessionalketerampilan yang diperlukan untuk berhasil dalam kompleksIsu-isu kelembagaanObat-obatan akademik, Vol. 85, No. 8 / Agustus 2010 1291sistem perawatan kesehatan meliputi jenisbelajar bahasa Indonesia.