Resource Center

In June 2012, for the first time ever, the annual new resident physician orientation at University of Arizona Medical Center (UAMC) featured an interprofessional hands-on session for over 200 incoming residents and fellows in 25 specialties.

This short video includes photos from the actual orientation and a broad overview of the event. It also includes a quick look at some of the evaluation comments from physician residents who participated.

The University of Arizona IPEP program plans, organizes and hosts four large-scale interprofessional education (IPE ) activities, or mini-courses, each school year. This video provides and overview of what happens on the day of a large-scale IPE event, from start to finish. Images in the video are from the IPEP mini-course, Professionalism for Patient Safety.

The Arizona Simulation Technology and Education Center (ASTEC) at The University of Arizona College of Medicine provides innovative technology and approaches for interprofessional education.

This video demonstrates the following IPE skills: clear messages, closed loop communication, clear roles and responsibilities, knowing one's limitations, knowledge sharing, constructive intervention, re-evaluation and summarizing, and mutual respect.

An overview and history of Interprofessional Education & Practice (IPEP) at the University of Arizona, including comments from the Deans of the four health sciences colleges - Medicine, Pharmacy, Nursing and Public Health. The video was shown at the opening plenary session of the third biennial Collaborating Across Borders conference, which was held in Tucson, Arizona in November 2011.

The Interprofessional Education and Practice (IPEP) CPR Team Behavior Simulations are intensive hour-long sessions training small groups of students from medicine, nursing and pharmacy to work as teams in a simulated health emergency. This video shows an interprofessional student team in action.

"My advice is to jump right in!" 

                     ~UNE College of Pharmacy graduate Michelle O'Meara '14  

This material is modular in nature, and can be used in parts or as a cohesive whole.  It was developed to help health professionals recognize and address the presence or history of interpersonal violence in a patient and was made possible with funding from the Bingham Program and with the University of New England’s College of Osteopathic Medicine.  While focused on the role of the primary care provider, the content is suitable across many disciplines and for interprofessional education/practice. Included for each segment:

When Dave deBronkart learned he had a rare and terminal cancer, he turned to a group of fellow patients online — and found the medical treatment that saved his life. Now he calls on all patients to talk with one another, know their own health data, and make health care better one e-Patient at a time. Filmed at TEDxMaastricht.

Wait times are frustrating — for busy patients and busy clinicians.

At The Dimock Center in Boston, at least once every week, lack of a prior authorization meant that providers had to deny a patient a Suboxone prescription. Sometimes this happened as many as five times in a week. And every time, it meant a now unhappy patient waited for as many as four hours at the clinic. Staff members at Dimock, meanwhile, were overwhelmed and frustrated with the process.

​Preety Das and Hannah Zhu, two medical students from the University of Cambridge in England, conducted a quality improvement project to improve communication within the emergency department. In this interview, Preety and Hannah discuss some of the obstacles and barriers they encountered, the reception they received from hospital staff, and the perspective they now have on quality improvement.