Preparing students for interprofessional teamwork in health care
In response to community demand, The Office of the Coordinator of Health Sciences at the University of British Columbia in Canada developed a two-day Interprofessional Team Building workshop and piloted it twice. The workshops included faculty and students with clinical experience from nine different health and human service programmes. The design of the workshop was drawn from team-building theory and exercises used in business education. It was augmented by clinical examples and case-based discussions.
A scoping review of interprofessional collaborative practice and education using the lens of the Triple Aim
The Triple Aim unequivocally connects interprofessional healthcare teams to the provision of better healthcare services that would eventually lead to improved health outcomes. This review of the interprofessional education (IPE) and collaborative practice empirical literature from 2008 to 2013 focused on the impact of this area of inquiry on the outcomes identified in the Triple Aim.
Transforming and scaling up health professionals’ education and training: WHO Education Guidelines 2013
These guidelines call for new approaches in health professionals’ education. Approaches are needed that transform systems and encourage the move away from the traditional focus on tertiary care hospitals to initiatives that foster community engagement. The guidelines recommendations support and advocate for implementation considerations in efforts to involve communities and countries collectively for this transformational change in health professionals’ education.
Health Professionals for a New Century: Transforming education to strengthen health systems in an interdependent world
The Lancet Commission, consisting of 20 professional and academic leaders from diverse countries, came together to develop a shared vision and a common strategy for postsecondary education in medicine, nursing, and public health that reaches beyond the confines of national borders and the silos of individual professions. The Commission adopted a global outlook, a multiprofessional perspective, and a systems approach. This comprehensive framework considers the connections between education and health systems.
Framework for action on interprofessional education and collaborative practice
At a time when the world is facing a shortage of health workers, policymakers are looking for innovative strategies that can help them develop policy and programmes to bolster the global health workforce.
The Framework for Action on Interprofessional Education and Collaborative Practice highlights the current status of interprofessional collaboration around the world, identifies the mechanisms that shape successful collaborative teamwork and outlines a series of action items that policy-makers can apply within their local health system.
How to build high-quality interprofessional collaboration and education in your hospital: the IP-COMPASS tool
Interprofessional education (IPE) is an important contributor to ensuring interprofessional collaboration and, ultimately, improving the quality of health care. However, there is a gap in available resources on critical success factors for implementing intentional interprofessional learning experiences. The Interprofessional Collaborative Organizational Map and Preparedness Assessment (IP-COMPASS) is a quality improvement framework that provides a structured process to help health care organizations become better prepared to offer IPE.
Interprofessional Collaborative Organization Map and Preparedness Assessment (IP-COMPASS)
IP-COMPASS is a quality improvement framework to help clinical settings become better prepared to provide intentional interprofessional learning experiences (i.e., learning experiences that help students develop skills for interprofessional collaboration). It provides a structured process to help you understand the types of organizational values, structures, processes, practices and behaviours that, when aligned, can create an environment that is conducive to interprofessional learning.
Curricular Frameworks and Institutional Initiatives for IPE: Examples from the University of British Columbia & University of Toronto
Establishing curricular frameworks and institutional infrastructure for interprofessional education is critical to sustainability and effectiveness. Presenters Lesley Bainbridge and Ivy Oandasan share their experiences regarding building and establishment of sustainable interprofessional education infrastructure at the University of British Columbia and the University of Toronto.
Introducing interprofessional education
This guide is addressed to readers new to interprofessional education (IPE) who want to learn more as they prepare to become one of its tutors, practice teachers, facilitators, examiners, assessors, reviewers or researchers. It responds to questions that we are frequently asked by visitors to the UK embarking on their interprofessional journey, during the question time following our presentations in other countries and nearer home, by newcomers to CAIPE. It can be used by interested individuals working alone, but will have added value if used by a group working together to develop IPE.
Interprofessional education in pre-registration courses: A CAIPE guide for commissioners and regulators of education
This guide from the Center for the Advancement of Interprofessional Education: