Competencies and frameworks in interprofessional education: A comparative analysis
Health professionals need preparation and support to work in collaborative practice teams, a requirement brought about by an aging population and increases in chronic and complex diseases. Therefore, health professions education has seen the introduction of interprofessional education (IPE) competency frameworks to provide a common lens through which disciplines can understand, describe, and implement team-based practices.
Interprofessional Health Education: A Literature Review
This review seeks to situate the contemporary Australian field of IPL/IPE within its history, nationally and internationally, in order to illuminate how it has taken the form and shape that it has, how it relates to international agendas in health and health professional education and shifts in the higher education sector, and to resource a research and development agenda for system-wide change. The review addresses the following questions:
Interprofessional Health Education in Australia: Report of the Launch of the Proposal The Way Forward
The national consultation undertaken in this project – Learning and Teaching for Interprofessional Practice, Australia (L-TIPP, Aus) – revealed many examples of innovative and successful interprofessional education (IPE) initiatives developed across the Australian higher education sector.
Measuring the Difference: Interprofessional Education and Care in Clinical Settings
In this presentation, the authors discuss and compare two innovative models of interprofessional education, training and service delivery: The CHANNELS Project of the University of New England in Portland, Maine and the the Bridging the Disparities Gap project of the University of Missouri - Kansas City of Kansas City, Missouri.
The presentation was part of the Interprofessional Collaborative Practice Summit, sponsored by the Josiah Macy, Jr. Foundation and the Maine AHEC Network, held May 28th at the University of New England.
Physician assistant students' views on interprofessional education: A focus group study
PURPOSE: The purpose of this study was to identify and report physician assistant (PA) student experiences, learning, and opinions regarding interprofessional education (IPE).
The Contact Hypothesis: An exploration of its further potential in interprofessional education.
This paper highlights the research challenges that face researchers wishing to build the evidence base around interprofessional education (IPE). It concentrates specifically on the short-term impact of IPE on a student population. The Contact Hypothesis is a particularly useful theoretical framework to address these challenges as well as guide the development of IPE interventions. A brief description of this theory and the closely-related theories of social identity and categorization is made in order to support and clarify this theoretical position.
Developing theoretical rigour in interprofessional education
In this chapter, the author explores the meaning of theory and the role it plays in the development of interprofessional education. The chapter explores specifically the utility of the theory of social capital in the field and uses this as a case theory to present the dimensions of theoretical quality that is proposed as essential to the advancement of research, evaluation and curriculum development in this arena.
Evolving theory in interprofessional education: Conclusion report
Final report from the Economics Research Council funded seminar series on the development of theory in IPE. Precursor to development of the In-2 Theory community of practice.
IN-2-THEORY--Interprofessional theory, scholarship and collaboration: a community of practice
Theoretical awareness is essential in the development and delivery of effective interprofessional education and collaborative practice (PECP). The objective of this paper was to explain the origins and purpose of an international network, IN-2-THEORY--interprofessional theory, scholarship and collaboration: a community of practice (CoP) that aims to build theoretical rigor in IPECP. It explains why the network is viewed as a CoP and lays out the way forward for the community based on the principles for developing a CoP outlined by Wenger, McDermott, and Snyder (2002).;
Testing theory in interprofessional education: Social capital as a case study
Theory is essential to understand our interprofessional educational (IPE) practice. As a discipline, IPE has moved from being widely atheoretical to having a plethora of theories imported from the psychosocial disciplines that have utility to understand, articulate and improve IPE practice and evaluation. This paper proposes that when taking this deductive approach to theoretical development in IPE, a greater focus must now be placed on the rigorous testing of these theories within the IPE context.