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Wellness in youth sets the stage for health later in life. Chronic diseases such as Type II diabetes and sports injuries such as concussion require an interprofessional approach. In schools where nurses and athletic trainers are both present, many times they act independently. Despite having a common primary care mission and complementary training, they use separate facilities, supplies and medical records. New school-based initiatives exist, but have not included athletic trainers.

Evidence suggests that teamwork is essential for safe, reliable practice. Creating health care teams able to function effectively in patient-centered medical homes (PCMHs), practices that organize care around the patient and demonstrate achievement of defined quality care standards, remains challenging. Preparing trainees for practice in interprofessional teams is particularly challenging in academic health centers where health professions curricula are largely siloed.

A problem-based learning (PBL) framework was utilized in a series of six interprofessional team seminars (IPTS) for postbaccalaureate students from seven health professions. The goal of IPTS was to develop a collaborative practice-ready workforce prepared to respond to patient care needs through use of concrete examples, skills development, critical thinking, and problem solving in safe, faculty-facilitated small groups. The collaborative nature of PBL closely correlates with teaching methodologies of the IPTS series.

Since 1999, the United States (U.S.) healthcare delivery system has been transforming in profound and fundamental ways. 

As U.S. healthcare leaders responded and led transformation, recognition grew that the graduates of health professions schools may be technically competent but are not ready to practice in today’s evolving health system. Therefore, many healthcare leaders and educators are calling for “new” models of education: interprofessional education (IPE) linked to collaborative practice and team-based care. 

There is currently a resurgence of interest in interprofessional education and collaborative practice (IPECP) and its potential to positively impact health outcomes at both the patient level and population level, healthcare delivery, and health professions education. This resurgence of interest led to the creation of the National Center on Interprofessional Collaborative Practice and Education in October 2012. 

OBJECTIVES: Intragroup conflicts often occur when people are called upon to collaborate in the accomplishment of a task. For example, when surgeons and nurses work together during an operation, conflicts may emerge because of differences in functional understanding. Whether these conflicts are beneficial or detrimental to team outcomes has been the source of much debate. From one perspective, a conflict that stems from differences in members' functional understanding may enhance team members' understanding and performance of the task at hand.

According to the American Association of Medical Colleges (AAMC), overall enrollment in US medical schools rose in the decade ending in 2012 by nearly 28% (from 80,180 to 102,498), with 4 new allopathicand 3 new osteopathic medical schools opening in 2013 alone. The number of residency positions also rose by 17.5% in the last decade, despite the cap on Medicare funding in 1996. In addition, there appear to be ample residency positions available to accommodate the expansion, despite claims to the contrary.

There is growing consensus that the health care workforce in the United States needs to be reconfigured to meet the needs of a health care system that is being rapidly and permanently redesigned. Accountable care organizations and patient-centered medical homes, for instance, will greatly alter the mix of caregivers needed and create new roles for existing health care workers. The focus of health system innovation, however, has largely been on reorganizing care delivery processes, reengineering workflows, and adopting electronic technology to improve outcomes.

The Affordable Care Act created the Center for Medicare and Medicaid Innovation (Innovation Center) to test innovative payment and service delivery models to reduce program expenditures under Medicare, Medicaid, and the Children’s Health Insurance Program (CHIP) and to enhance the quality of care that Centers for Medicare & Medicaid Services (CMS) beneficiaries receive. CMS is testing more than 20 models under this authority that create new incentives for clinicians and organizations that deliver medical care through CMS programs to deliver better care at lower cost.

The adult primary care “physician shortage” is more accurately portrayed as a gap between the adult population’s demand for primary care services and the capacity of primary care, as currently delivered, to meet that demand. Given current trends, producing more adult primary care clinicians will not close the demand-capacity gap.