Linking Interprofessional Education with Practice and the Triple Aim

Submitted by Jody S Frost on Mar 3, 2015 - 9:35am CST

In thinking about the challenges of determining how IPE in the classroom directly impacts future health professional practitioners who can better achieve the Triple Aim, we were wondering if there are any health professions that have sponsored a working conference/summit/institute that convened educators, practitioners, and researchers to: 1) identify specifically what what is needed to enable the entry-level health professional to be ready for collaborative practice teams, 2) based on this practice description, determined what health professional education must include in its curriulum to address this practice-defined outcomes, and 3) determined the research processes and assessments required to enable health professions to determine how well the educational preparation for health professionals meets these collaborative practice-ready models that results in demonstrated improvement in achieving the Triple Aim outcomes?

If you have thoughts as well about how this might be done, we are all ears!

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Curriculum alignment

Submitted by Jill Thistlethwaite on Mar 3, 2015 - 11:18pm CST

Hi Jody

That is a massive question and could include most of the IPECP literature. For (1) I suppose you could say that the IPEC framework was developed through a summit process; the competencies inform (2) and there would need to be a range of activities through a spiral curriculum process to achieve the outcomes with attention to (3) for assessment. Many IP programmes at present do not 'assess' as such but as we found in Australia students receive credits or similar for attendance and not for demonstrating learning as such. Within an individual institution the type of consensus approach you imply is necessary to define the learning outcomes probably through an away day type process though I would suggest that no institution needs to start from scratch - they can use or adapt one of the existing frameworks (eg IPEC/CIHC). It is very important to include all the stakeholders including pracitioners, educators, learners and patients/clients in this process.

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