BACKGROUND:

Undergraduate interprofessional education (IPE) is perceived by many in health and social care education to reduce barriers between the professions. In Aberdeen there has been an IPE programme with Robert Gordon University and University of Aberdeen, and 10 health and social care courses since 2003. The steering groups reported to the Scottish Government in 2008. It was recommended that IPE should be extended from classroom-based learning experiences to practice-based learning experiences.

METHODS:

BACKGROUND:

The medical community has only recently begun to address how human error affects patient safety. In order to confront human error in medicine, there is a need to teach students who are entering the health professions how potential errors may manifest and train them to prevent or mitigate these problems.

PURPOSE:

The objective is to describe a semester-long, interdisciplinary, human error and patient safety course taught at the University of South Florida.

METHODS:

This paper reports on undergraduate students' evaluation of a new hospice-based interprofessional practice placement (IPP) that took place in the voluntary sector from 2008 to 2009. Ward-based interprofessional training has been successfully demonstrated in a range of clinical environments. However, the multidisciplinary setting within a hospice in-patient unit offered a new opportunity for interprofessional learning.

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/22235756

Interprofessional education (IPE) is an important contributor to ensuring interprofessional collaboration and, ultimately, improving the quality of health care. However, there is a gap in available resources on critical success factors for implementing intentional interprofessional learning experiences. The Interprofessional Collaborative Organizational Map and Preparedness Assessment (IP-COMPASS) is a quality improvement framework that provides a structured process to help health care organizations become better prepared to offer IPE.

The past decade witnessed momentum toward redesigning the U.S. health care system with the intent to improve quality of care. To achieve and sustain this change, health professions education must likewise reform to prepare future practitioners to optimize their ability to participate in the new paradigm of health care delivery.

OBJECTIVE:

To explore the status and processes of interprofessional work environments and the implications for interprofessional education in a sample of family medicine teaching clinics.

DESIGN:

Focus group interviews using a purposive sampling procedure.

SETTING:

Four academic family medicine clinics in Alberta.

PARTICIPANTS:

Interprofessional education is a critical precursor to effective teamwork and the collaboration of health care professionals in clinical settings. Numerous barriers have been identified that preclude scalable and sustainable interprofessional education (IPE) efforts. This article describes NYU3T: Teaching, Technology, Teamwork, a model that uses novel technologies such as Web-based learning, virtual patients, and high-fidelity simulation to overcome some of the common barriers and drive implementation of evidence-based teamwork curricula.

Interprofessional education (IPE) using simulation strategies is a rewarding way to promote teamwork and interprofessional collaboration. The benefits of collaboration far outweigh the challenges that arise from differences in educational culture and scheduling logistics.

PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/23061202

OBJECTIVE:

To assess the extent to which US colleges and schools of pharmacy are incorporating interprofessional education into their introductory pharmacy practice experiences (IPPEs), and to identify barriers to implementation; characterize the format, structure, and assessment; and identify factors associated with incorporating interprofessional education in IPPEs.

METHODS:

An electronic survey of 116 US colleges and schools of pharmacy was conducted from March 2011 through May 2011.

RESULTS: