National Center Journal Club #3: "Competencies and Frameworks in Interprofessional Education: A Comparative Analysis"
In the National Center for Interprofessional Practice and Education's third journal club webinar, Jill Thistlethwaite discusses her co-authored article, "Competencies and Frameworks in Interprofessional Education: A Comparative Analysis." The discussio
National Center Journal Club #4: "Connecting the Dots: Interprofessional Health Education and Delivery System Redesign at the Veterans Health Administration"
In the National Center for Interprofessional Practice and Education's fourth journal club webinar, Stuart C. Gilman discussed his co-authored article, "Connecting the dots: Interprofessional health education and delivery system redesign at the Veterans Health Administration." Dr. M.
Assessment of IPE to Move Beyond Attitudes: Featured Tools and Case Studies from the Field, Part 2
Development of national competencies for interprofessional education (IPE) has brought national attention to interprofessional collaboration (IPC). Most schools, training programs, and universities are implementing IPE to fulfill accreditation standards. However, creating an assessment plan for IPE is also important. The majority of scholarship around IPE has focused on changes in learners attitudes regarding IPC. There has been intensifying interest to assess IPE beyond attitudinal measures.
Practical Steps to Address IPECP Implementation Challenges: The Loyola Experience
In this webinar, Dr. Fran Vlasses and Dr. Aaron Michelfelder presented the challenges and rewards of a HRSA-funded project to transform clinical practice into an interprofessional model at Loyola University Chicago.
Objectives for the webinar:
National Center Journal Club #5: "Faculty Perceptions of Key Factors in Interprofessional Education"
In this webinar, Dr. Jacqueline Loversidge and Dr. M. Nawal Lutfiyya discussed influences that lead to powerful interprofessional student experiences.
National Center Journal Club #6: "There Is No “I” in Teamwork in the Patient-Centered Medical Home: Defining Teamwork Competencies for Academic Practice
Teamwork is essential for the safe, reliable delivery of health care, but creating health care teams that function effectively in patient-centered medical homes (PCMH) remains challenging.
In this webinar, Dr. Emily Leasure and Dr. M. Nawal Lutfiyya discussed the challenges of building health care teams that operate well in a PCMH environment.
Leadership and Collaboration: Further Developments for Interprofessional Education
Leadership and Collaboration provides international examples of how leadership of interprofessional education and practice has developed in various countries and examines how interprofessional education and collaborative practice can make a difference to the care of the patient, client and community.
Dealing with Dysphagia- Together
In an interprofessional education program, nursing and speech-language pathology students pool their expertise for better training and patient care.
Hagge, D., Noureddine, N., Brady, D., & Ofstad, W. (2015). Dealing with Dysphagia--Together. The ASHA Leader, 20(6), 34–36. doi. 10.1044.Leader.AE.20062015.34.
Clinical Pharmacy: An Example of Interprofessional Education in the Late 1960s and 1970s
In 1968, the associate editor of Modern Hospital announced that clinical pharmacy was the “hot new trend” in pharmacy circles. Pharmacy educators developed the concept of clinical pharmacy—and launched the first clinical pharmacy programs—in the mid-1960s as a new type of pharmacy practice that was patient oriented, rather than drug product oriented.
GT-OSVE: Geriatric Transitions Objective Structured Video Examination
The Geriatric Transitions Objective Structured Video Examination (GT-OSVE) is a series of 3 video cases depicting the same hypothetical patient undergoing transitions of care in different locations: hospital to home, skilled nursing facility to home, and home to an assisted living facility. The GT-OSVE may be used as an evaluative tool to assess trainees' ability formulate transitions plans and to assess team functioning. Alternatively, the GT-OSVE may be used as an educational tool for teaching about transitions of care.
