The State of the Science of Interprofessional Education and Collaborative Practice
This presentation, delivered by Barbara Brandt, PhD, as part of the American Medical Association's Accelerating Change in Medical Education advisory committee, outlines the evolution in thinking about teams and collaboration and offers an in-depth overview of the state of the science of interprofessional education and collaborative practice.
ICCAS: Interprofessional Collaborative Competency Attainment Survey
The Interprofessional Collaborative Competency Attainment Survey is a 20 item self-assessment tool. Its items cover aspects of trainee roles on a team and use of interprofessional practice team approaches to patient care.
The ICCAS is intended to measure the self-reported competencies of interprofessional care in interprofessional education programs (Archibald, Trumpower, & MacDonald, 2014)
There Is No “I” in Teamwork in the Patient-Centered Medical Home: Defining Teamwork Competencies for Academic Practice
Evidence suggests that teamwork is essential for safe, reliable practice. Creating health care teams able to function effectively in patient-centered medical homes (PCMHs), practices that organize care around the patient and demonstrate achievement of defined quality care standards, remains challenging. Preparing trainees for practice in interprofessional teams is particularly challenging in academic health centers where health professions curricula are largely siloed.
Resource Brief: Assessing Attitudes Toward Interprofessional Education and Collaborative Practice
Learner attitudes toward collaboration with other professions are critical in the development and implementation of interprofessional educational activities. Attitude assessment provides baseline information, determines needs and can be used to evaluate impact of learning.
This guide, developed by the National Center, lists and links to resources which can help organizations assess attitudes.
Resource Brief: Managing Conflict in Teams
Conflict in teams can impact care quality, patient safety, patient satisfaction, and morale through decreased and/or dysfunctional communication. Although conflict is a natural part of life and work it is often unmanaged or mismanaged and can result in compromised care.
This guide, developed by the National Center, lists and links to resources that can help organizations address and manage conflict in interprofessional teams.
Creating the Evidence through Comparative Effectiveness Research for Interprofessional Education and Collaborative Practice by Deploying a National Intervention Network and a National Data Repository
There is currently a resurgence of interest in interprofessional education and collaborative practice (IPECP) and its potential to positively impact health outcomes at both the patient level and population level, healthcare delivery, and health professions education. This resurgence of interest led to the creation of the National Center on Interprofessional Collaborative Practice and Education in October 2012.
Evaluating Interprofessional Education and Collaborative Practice: What Should I Consider When Selecting a Measurement Tool?
This National Center-commissioned monograph provides basic information about good practices and processes in measurement instrument selection, development and use.
Viewed as a “primer” on interprofessional education and collaborative practice (IPECP) evaluation and assessment, it does not make recommendations on specific tools or tell individuals what to measure. Instead the primer guides readers on what to look for when selecting a tool, the importance of defining purpose and how to assess a tool’s evidence of validity.
A Qualitative Analysis of Various Definitions of Integrative Medicine and Health
This article by Beth Rosenthal, PhD, MPH, MBA (ACCAHC Assistant Director) and Anthony Lisi, DC (ACCAHC Clinical Working Group member), analyzes the components of various integrative medicine-related definitions published by a range of well-known sources. A group of eleven themes emerged. The most common elements included whole person focus, evidence-informed, optimal health/wellness, and combination of complementary and alternative medicine (CAM) with conventional medicine. Differences existed with respect to terms such as modality/therapy versus profession/discipline.
The Interprofessional Oral Health Faculty Toolkit
The Interprofessional Oral Health Faculty Tool Kits are based on the IPEC Competencies, the NONPF Core Competencies and the HRSA interprofessional oral health core competencies delineated in the Integration of Oral Health and Primary Care Practice report (2014).