Interprofessional Education: What is it and Why do we do it?
The phrases interprofessional education (IPE), interprofessional practice (IPP), and interprofessional collaboration (IPC) are sweeping through health professions education and health care practice, but what exactly does it all mean?
This short video defines interprofessional education and interprofessional health care, providing an overview of key historical events that have contributed to a widespread and growing adoption of IPE, IPP and IPC.
New Resident Physician Orientation: An Interprofessional Approach
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.
Interprofessional Education: Large-Scale Learning Events
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.
Interprofessional Pediatric Simulation Training
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.
Interprofessional Education & Practice at University of Arizona
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.
Interprofessional Training in a Simulated Emergency
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.
Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE) Instrument
Development of the Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE) instrument was guided by the Interprofessional Education Collaborative’s competency framework. The SPICE instrument contains 10 items and 3 factors dedicated to interprofessional teamwork and team-based practice (items 1, 5, 6, & 8-10), roles/responsibilities for collaborative practice (items 2 & 7), and patient outcomes from collaborative practice (items 3 & 4).
WHO Human Resources for Health Observer #14: Interprofessional Education Case Study
Interprofessional education enables students to learn together and broaden their knowledge and experiences. The Master of Science program in Reproductive Health at Kamazu College of Nursing, Malawi was developed to address the human resource needs for reproductive health care and the need for a local training programme that could be accessed by more health workers.
This case study shows that such effecitve inteprofessional education is possible when done through a consultative process and commitment from all stakeholders including the government.
Learning together to work together
In this editorial, the author poses the question: where, and what, is the evidence that interprofessional education works? She have several answers to this question: if we don't do it, we won't be able to provide the evidence; where was the evidence for many educational innovations of the last decades when they were introduced (for example, problem-based learning, early patient contact and intern shadowing); and there is certainly emerging evidence that we need to manage teamwork and interprofessional communication better.
Learning for real life: Patient-focused interprofessional workshops offer added value
OBJECTIVES: This paper reports relevant findings of a pilot interprofessional education (IPE) project in the Schools of Medicine and Healthcare Studies at the University of Leeds. The purpose of the paper is to make a contribution towards answering 2 questions of fundamental importance to the development of IPE. Is there a demonstrable value to learning together? What types of IPE, under what circumstances, produce what type of outcomes?