The University of Arkansas’ Five‐Pillar Plan for an Institutional Triple Aim Culture
The Triple Aim was originally articulated in 2008 as a means to transform health care through (1) improving the patient care experience; (2) improving the health of the population; and (3) reducing the cost of care.
The Office of interprofessional education at the University of Arkansas Medical School has aligned its vision, initiatives, and resources to help move toward meeting the Triple Aim for our institution, our State, and our Nation. The Triple Aim is the unifying principle upon which all other initiatives within our diverse institution are based.
The triple aim: Care, health, and cost
Improving the U.S. health care system requires simultaneous pursuit of three aims: improving the experience of care, improving the health of populations, and reducing per capita costs of health care. Preconditions for this include the enrollment of an identified population, a commitment to universality for its members, and the existence of an organization (an "integrator") that accepts responsibility for all three aims for that population.
Best Care at Lower Cost: The Path to Continuously Learning Health Care in America
America's health care system has become far too complex and costly to continue business as usual. Pervasive inefficiencies, an inability to manage a rapidly deepening clinical knowledge base, and a reward system poorly focused on key patient needs, all hinder improvements in the safety and quality of care and threaten the nation's economic stability and global competitiveness.
Interprofessional Education: Collaboration or Competition? A Tale of Two Experiences
(...closing remarks from the paper)
Interprofessional Education in Gross Anatomy: Experience With First-Year Medical and Physical Therapy Students at Mayo Clinic
Interprofessional education (IPE) in clinical practice is believed to improve outcomes in health care delivery. Integrating teaching and learning objectives through cross discipline student interaction in basic sciences has the potential to initiate interprofessional collaboration at the early stages of health care education.
Stereotyping as a barrier to collaboration: Does interprofessional education make a difference?
This research was part of a Health Canada funded initiative developed to provide evidence about the effectiveness of interprofessional education (IPE) interventions to promote collaborative patient-centred care. Health professional students' ratings of health professions and the effect of IPE on those ratings were examined. Participants were divided into three groups (N=51); control, education, and practice site immersion.
Developing and testing a tool to measure nurse/physician communication in the intensive care unit
OBJECTIVES: The purpose of this study, conducted in 3 intensive care units (ICUs) at 1 Department of Veterans Affairs Medical Center, was to develop tools and procedures to measure nurse/physician communication in future studies.
Advancing Educational Continuity in Primary Care Residencies: An Opportunity for Patient-Centered Medical Homes
Continuity of care is a core value of patients and primary care physicians, yet in graduate medical education (GME), creating effective clinical teaching environments that emphasize continuity poses challenges. In this Perspective, the authors review three dimensions of continuity for patient care-informational, longitudinal, and interpersonal-and propose analogous dimensions describing continuity for learning that address both residents learning from patient care and supervisors and interprofessional team members supporting residents' competency development.
Aligning expansion of graduate medical education with recent recommendations for reform
Veteran Affairs Centers of Excellence in Primary Care Education: Transforming nurse practitioner education
To integrate health care professional learners into patient-centered primary care delivery models, the Department of Veterans Affairs has funded five Centers of Excellence in Primary Care Education (CoEPCEs). The main goal of the CoEPCEs is to develop and test innovative structural and curricular models that foster transformation of health care training from profession-specific "silos" to interprofessional, team-based educational and care delivery models in patient-centered primary care settings.