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Interprofessional and intraprofessional learning opportunities in health professions education are vital to emphasize evidence-based practice, quality improvement, and cost-effectiveness in patients’ oral health care. The aim of this study was to assess dental, dental hygiene, and dental assisting students’ readiness for intraprofessional education and to evaluate their attitudes towards and perceptions of intraprofessional teamwork, communication, respect, and understanding of professional roles.

Integrating interprofessional education (IPE) activities and curricular components in health professions education has been emphasized recently by the inclusion of accreditation standards across disciplines. The Interprofessional Education Collaborative (IPEC) established IPE competencies in 2009, but evaluating how activities link to competencies has not been investigated in depth. The purpose of this project is to investigate how well two IPE activities align with IPEC competencies.

The goals of this quasi-experimental pilot study were to test an assessment tool designed to evaluate students' teamwork skills, and to assess the effectiveness of an interprofessional education (IPE) course. Participants were health professional students (physical therapy, pharmacy, dental and osteopathic medicine) 24 of whom were second-year students who had previously taken part in an IPE course (experimental group), and 22 of whom were third years that had not (control group).

Objective

To describe the development and pilot study of the Practice Site Readiness for Interprofessional Education (PRIPE) instrument.

Methods

Background and Objectives: Recent legislative and regulatory initiatives have emphasized preventive medicine and team-based health care delivery and education. Influenced by these initiatives, the investigators created an interprofessional teaching clinic to provide preventive care services (PCS) structured around Medicare’s Annual Wellness Visit (AWV). The primary objective of this pilot study was to determine if PCS status improved for participating patients.

Interprofessional education (IPE) and interprofessional collaborative practice (IPCP) will play a prominent role in the future of health professions' education and healthcare delivery in the USA and internationally. To assess the accreditation mandate for IPE in the USA, content analysis of IPE-related accreditation statements for all practice-level degrees in dentistry, medicine, nursing, occupational therapy, pharmacy, physical therapy, physician assistant, psychology, public health and social work was performed.

A recent review of interprofessional education in the UK invited the Centre for the Advancement of Interprofessional Education (CAIPE) to instigate discussions amongst organisations and researchers for the purpose of “establishing a group to conduct an up-to-date, broad-based worldwide systematic review of evidence for pre-qualifying interprofessional education in health and social care” (Barr, Helme, & D’Avray, 2014, p.7).

Interprofessional education (IPE) to improve and increase interprofessional collaborative practice (IPC) has been documented for over 50 years in Canada, but it is within the last 15 years that it has gained attention in research, education and practice contexts. IPE is defined as two or more professions that learn with from and about each other to improve collaboration and the quality of care (CAIPE 2002).

CONTEXT:

Interprofessional education (IPE) is believed to prepare health professional graduates for successful collaborative practice. A range of instruments have been developed to measure the outcomes of IPE. An understanding of the psychometric properties of these instruments is important if they are to be used to measure the effectiveness of IPE.

OBJECTIVES: