Linking Workforce Development and Practice Transformations
Webinar presentation to CMMI SIM program; December 3, 2015
Barbara Brandt
Clinical Prevention and Population Health Curriculum Framework
The Clinical Prevention and Population Health Curriculum Framework provides a common core of knowledge for clinical health professions about individual and population‐oriented prevention and health promotion efforts. The Framework can support interprofessional prevention education and practice. The CPPH Framework is a product of the interprofessional Healthy People Curriculum Task Force, established in 2002 by the Association for Prevention Teaching and Research (APTR).
Interprofessional education increases knowledge, promotes team building, and changes practice in the care of Parkinson's disease
Objective
Examine outcomes for the National Parkinson Foundation (NPF) Allied Team Training for Parkinson (ATTP), an interprofessional education (IPE) program in Parkinson's disease (PD) and team-based care for medicine, nursing, occupational, physical and music therapies, physician assistant, social work and speech-language pathology disciplines.
Background
Healthcare professionals need education in evidence-based PD practices and working effectively in teams. Few evidence-based models of IPE in PD exist.
Methods
Interdisciplinary Training: Preparing Counselors for Collaborative Practice
This article utilizes one counselor education program’s experience as a framework for exploring how to prepare counselors to work in interdisciplinary teams. Based on an interdisciplinary training program that involves faculty and graduate students from counseling, social work, nursing, internal medicine and family medicine, the article explores the role discipline-specific orientations play in the outcome of interdisciplinary training programs.
Merging of Relevant IPE Themes from a Longitudinal Curriculum to Create a Capstone Project
Poster presentation from CAB 2015 by University of Colorado Anschutz Medical Campus
592 student participated in a year long Interprofessional Education and Development course-2 hour sessions for 16 weeks. Sessions were based on the four IPEC competencies. The purpose of the capstone session was to allow sutdents to demonstrate their integration and synthesis of key concepts taught during didactic sessions.
Studio-based learning in interprofessional education
The recent growth of interprofessional education (IPE) in healthcare has been accompanied by exploration of teaching strategies to improve its effectiveness. Experts in IPE advise faculty to explore teaching models from other disciplines outside of healthcare. Studio-based learning (SBL) in design education embodies many of the features that are integral to effective IPE. Students work in teams to design new processes and products to solve complex and real-life problems.
The Recovery-Based Interprofessional Distance Education (RIDE) Rotation: Content and Rationale
A faculty team of two psychiatric nurse practitioners, an exercise physiologist, a registered dietician and a pharmacist developed the 8-week Recovery-Based Interprofessional Distance Education (RIDE) rotation for graduate students in the four disciplines. Organizing the RIDE rotation around the recovery model ensured an emphasis upon optimal health and quality of life. RIDE faculty engaged in project planning for several months before the RIDE rotation was offered to students. In this paper, we describe details of the 8-week program.
Online interprofessional education in dietetic students
Aim
The need for dietetic students to develop interprofessional collaborative practice capabilities is well recognised. The aim of this study was to examine the ability of an online interprofessional education (IPE) unit (using asynchronous and synchronous media) to improve dietetic students' confidence in understanding professional roles and attitudes associated with interprofessional practice along with exploring their experience in the unit.
Methods
Interprofessional Education in U.S. Dental Hygiene Programs: A National Survey
Although there are many benefits of interprofessional health care, no previous research has sought to define the status of interprofessional education (IPE) in U.S. dental hygiene programs. The aims of this study were to assess how these programs engage in IPE, the challenges they encounter, and the value they place on IPE. Additionally, the study explored how program characteristics are related to IPE. Data were collected with a web-based survey sent to all 322 U.S. dental hygiene program directors (response rate: 33% of the 305 successfully contacted).