1Health, the Center for Interprofessional Education, the University of Minnesota
The Center for Interprofessional Education within the Academic Health Center at the University of Minnesota is launching a new initiative called 1Health. 1Health requires health professional students to participate in courses and/or experiences to achieve competencies set by the Academic Health Center prior to graduation. This new initiative launched with Phase I in the fall of 2010 and includes all beginning health professional students enrolled in participating programs.
Renewed focus in the United States links interprofessional education with redesigning health care
No scholars and practitioners are more aware of the research and debate about interprofessional education (IPE) and interprofessional collaborative care (IPCC) than the readers of the Journal of Interprofessional Care. Since the 1970s, interest in IPE and IPCC in the United States (U.S.) has been characterized by peaks and lows as the major issues in health care have shifted. So, it is exciting to describe what may be a new window of opportunity in the U.S. to fully develop and test this evolving concept that, for so long, has been an exception rather than the “norm”.
Commentary: Reshaping Physician Education
Fragmented care delivery is the product of an outdated approach to medical education.
Is the CME system obsolete?
Changes in medical practice and a greater emphasis on lifelong learning are prompting a closer look at the efficacy of continuing medical education (CME). This article outlines the shortcomings of the current CME system, describes findings from two recent reports about its status, and presents recommendations for a new system to make continuing education more relevant to medical practice.
Investing in research: The impact of one academic health center's research grant program
External research funding provides the core support for a medical center's research enterprise, and is a major or sole criterion for comparing and ranking institutions. Most grant programs are sufficiently competitive that awards are not granted without the availability of preliminary data. Therefore, institutions may find it necessary to supplement external research funds, particularly as matching funds or as seed funds.
Commentary: Educating the present and future health care workforce to provide care to populations
The crisis of the rising cost of health care in the United States is stimulating major changes in the way care is being delivered. New models such as patient-centered medical homes and accountable care organizations are being developed with the expectation that health care professionals will address and improve the health of populations. Electronic health records and interprofessional teams will be critical to achieving the goal of better health.
Interprofessional Education and Practice Guide No. 1: Developing faculty to effectively facilitate interprofessional education
With the growth of interprofessional education (IPE) and practice in health professional schools, faculty members are being asked to assume new roles in leading or delivering interprofessional curriculum. Many existing faculty members feel ill-prepared to face the challenges of this curricular innovation. From 2012–2013, University of Missouri – Columbia and University of Washington partnered with six additional academic health centers to pilot a faculty development course to prepare faculty leaders for IPE.
From double jeopardy to double indemnity: Subtleties of teaching interdisciplinary geriatrics
Each of the fields of geriatrics and interdisciplinary practice intensifies the usefulness and effectiveness of the other. Combining geriatrics and interdisciplinary practice also magnifies the complexity of two singularly complex fields. However, the subtle reasons for their complexity may escape the understanding of clinicians, educators, policy makers, and administrators. Attempting to treat older patients who have complex problems while ignoring common principles of geriatrics and teamwork can cause a kind of double jeopardy.
Interdisciplinary geriatric teams: Approaches to conflict as indicators of potential to model teamwork
Interdisciplinary health care teams (IHTs) are essential for the delivery of health care to frail elderly persons. Teaching professionals how to function in health care teams is difficult. Educators often use linear group development theories for teaching about IHTs. However, distinguishing features of the health care field, such as the diversity of the health professions, the ongoing nature of IHTs, high turnover in health care facilities, and incongruous development of the team and its members, may render linear group theories insufficient as models for IHTs.
The Future of Nursing: Leading Change, Advancing Health
In 2008, The Robert Wood Johnson Foundation (RWJF) and the IOM launched a two-year initiative to respond to the need to assess and transform the nursing profession. The IOM appointed the Committee on the RWJF Initiative on the Future of Nursing, at the IOM, with the purpose of producing a report that would make recommendations for an action-oriented blueprint for the future of nursing. Through its deliberations, the committee developed four key messages: