Stimulating and Funding Interprofessional Education, University of Minnesota Academic Health Center
This is a study and evaluation of financial models, prepared by Teri Thommes and presented to Barbara Brandt, Assistant Vice President for Education and Beth Nunnally, Associate Vice President and CFO. The objective of this Academic Health Center project is to assimilate the background information necessary to develop an improved model for fairly distributing resources and costs associated with interprofessional, interdisciplinary and cross-collegiate teaching efforts.
Intercollegiate Primary Care Education and Resource Center: Academic Health Center Interdisciplinary Education Proposal
Over the past 12 months, a large group of faculty from the AHC colleges/schools of medicine, nursing, pharmacy, dentistry, and public health engaged in deliberate planning efforts to identify and plan intercollegiate primary care education activities and curricular planning.
Academic Health Center Office of Education Comprehensive Report
The AHC Office of Education was created in 2000 with the establishment of the position of Assistant Vice President for Education and the subsequent hiring of Dr. Barbara Brandt to lead efforts in interprofessional education, technology-enhanced learning, community-based education and faculty development in education in the Academic Health Center.
Developing Health Care Teams: A Report by the Academic Health Center Task Force on Interdisciplinary Health Team Development
As today's health care delivery system evolves, all levels of professionals are learning that a "team" approach is both efficient and effective for providing quality patient care. However, while new graduates may learn to work as a team after entering the job market, little is currently done to provide students with the skills necessary for interdisciplinary team work during the educational process. The Academic Health Center's Team Development Task Force was created to respond to the need for a well-articulated approach to interdisciplinary health sciences education.
Conceptual Basis for Interprofessional Education at the University of Minnesota
The University of Minnesota Academic Health Center is perfectly positioned to develop interprofessional team education and exemplary practice sites. We have committed leadership, multiple health professional schools under one roof, several initial experiments in providing interprofessional experiences to our students, and a student body that is calling for this kind of training. This report proposes a new way to think about interprofessional education.
Shaping and Sustaining Minnesota's Health: A New Covenant Guide, Health Education, Research and Outreach
Minnesota's 150-year commitment to the health and well-being of its residents and communities has propelled a quality of life that is second to none. The University of Minnesota Academic Health Center and its constituent disciplines have played a vital role over the years in building on this essential value. It is the sole institution in the state capable of steadfastly transforming cutting edge health research into innovative clinical and community applications, professional education, and public outreach.
Factors that Influence Professionals to Report Suspected Physical Child Abuse- Educators, Clergy and Allied Health Professionals
This paper was originally published in the Proceedings of the Fourteenth Annual Interdisciplinary Health Team Care Conference, which took place September 17-18, 1992 in Chicago, Illinois. It is reproduced here with the permission of the authors.
The purpose of this research report is to help prevent physical child abuse by identifying and examining the reporting patterns of professionals, including public school personnel, clergy and allied health professionals.
Will opposites attract? Similarities and differences in students' perceptions of the stereotype profiles of other health and social care professional groups
The extent to which health and social care (HSC) students hold stereotypical views of other HSC professional groups is of great potential importance to team working in health care. This paper explores students' perceptions of different HSC professional groups at the beginning of their university programmes. Findings are presented from an analysis of baseline data collected as part of the New Generation Project longitudinal cohort study which is assessing the impact of interprofessional education over time on a range of variables including stereotyping.
Factors which Enhance and Impede Professionals' Reporting of Suspected Physical Child Abuse
This paper was originally published in the Proceedings of the Thirteenth Annual Interdisciplinary Health Team Care Conference, which took place September 26-28, 1991 in Baltimore, Maryland. It is reproduced here with the permission of the authors.
This study investigated the following research question: What is the status of understanding, identifying, and reporting behaviors of professionals regarding suspected physical child abuse?
The objectives of the study were:
Attitude Changes Among Students Engaged in Interprofessional Education: Further Results and Discussion
This paper was originally published in the Proceedings of the Eigth Annual Interdisciplinary Health Team Care Conference, which took place September 18-20, 1986 at the Ohio State University in Columbus, Ohio. It is reproduced here with the permission of the authors.