Theoretical insights into interprofessional education: AMEE Guide No. 62
In this Guide, we support the need for theory in the practice of interprofessional education and highlight a range of theories that can be applied to interprofessional education. We specifically discuss the application of theories that support the social dimensions of interprofessional learning and teaching, choosing by way of illustration the theory of social capital, adult learning theory and a sociological perspective of interprofessional education.
Key factors in developing and delivering interprofessional education
Interprofessional education (IPE) has been advocated in a number of policy documents for nearly 30 years as the main route to enhancing collaboration. Consequently, there has been a steady growth in IPE activity in this country and abroad. Despite this expansion, literature reveals that the planning and delivery of IPE remains a localized and rather haphazard affair with little understanding of the factors that influence its development or implementation.
Interprofessional education for collaborative practice: Views from a global forum workshop
The Institute of Medicine’s Global Forum on Innovation in Health Professional Education (IOM, 2013) report looks at examples of teamwork and collaboration in education and practice that use interprofessional education (IPE) to achieve better patient care; to obtain better health outcomes; and to increase the value of educational and health care systems relative to outcomes.
Learning from Bud: The Bright Future of IPE
Dr. Barbara Brandt delivered the Dedication of the DeWitt C. Baldwin Institute of Interprofessional Education on May 15th, 2014. The full text of that speech is presented here.
The moving target: Outcomes of interprofessional education
With the explosion of enthusiasm for interprofessional education as a means to increase collaborative practice and improve important healthcare outcomes, many institutions are devoting new resources to interprofessional educational programs. In order to reach the overarching goal of interprofessional education that improves the health of patients, longitudinal curricula should include sequenced educational experiences that build toward proficiency in practice (Josiah Macy Jr.
Why we need theory to help us better understand the nature of interprofessional education, practice and care
In this editorial, the authors outline the need for using (grand, mid-range and micro) theories to enhance our understanding of interprofessional education, practice and care. The authors argue why we need to engage in theoretical development in the interprofessional field, and why theoretical development should not be seen as a luxury, or low priority, but a central feature of the work we do developing and studying interprofessional education, practice and care.
The rise and rise of interprofessional competence
In this editorial, the author explores the continued rise of competency frameworks in the interprofessional field. He outlines the growth of interprofessional competency frameworks and discusses some of the benefits they offer before examining their current shortcomings.
Simulation: A panacea for interprofessional learning?
The Institute of Medicine's seminal report To Err is Human (Kohn, Corrigan, & Donaldson, 2000) argued that to improve quality and safety, health care organizations needed to create interprofessional training opportunities for practitioners to learn interpersonal and technical skills in safe, simulated environments.
Using the sociological imagination in the interprofessional field
In this editorial, I extend this discussion by drawing upon the seminal work of C. Wright Mills (1967) who developed the notion of the ‘sociological imagination’ to provide a way of understanding, more deeply, the influences of different societal phenomena on the lives of individuals. I use this notion to argue why its use has a number of advantages for broadening our knowledge about the interprofessional field.
UNE Student IPE Rotations- MaineGeneral / Family Medicine Institute
"My advice is to jump right in!"
~UNE College of Pharmacy graduate Michelle O'Meara '14