Interprofessional CPR Team Behavior Simulations: Facilitating and Debriefing
The Interprofessional Education & Practice (IPEP) CPR Team Behavior Simulations are intensive hour-long sessions training small groups of students from medicine, nursing and pharmacy to work as teams in a simulated health emergency. This video shows an interprofessional team in action followed by an in-depth debrief session.
Disaster As Training Ground: Teaching Interprofessional Collaboration Through a Simulated Pandemic
Pandemic Flu: An Exercise in Disaster Preparedness has been one of four core IPEP interprofessional exercises since 2008. In 2012, it was transformed into a mini-course to include online learning in addition to a three-hour live pandemic simulation.
The primary goal of the Pandemic Flu mini-course and simulation is to teach interprofessional teamwork and communication in a crisis situation.
In this video overview, experts including Dr. Richard Carmona, 17th Surgeon General of the United States, comment on the importance of teamwork in a health care crisis.
Interprofessional Education: Large-Scale Learning Events
The University of Arizona IPEP program plans, organizes and hosts four large-scale interprofessional education (IPE ) activities, or mini-courses, each school year. This video provides and overview of what happens on the day of a large-scale IPE event, from start to finish. Images in the video are from the IPEP mini-course, Professionalism for Patient Safety.
Interprofessional Training in a Simulated Emergency
The Interprofessional Education and Practice (IPEP) CPR Team Behavior Simulations are intensive hour-long sessions training small groups of students from medicine, nursing and pharmacy to work as teams in a simulated health emergency. This video shows an interprofessional student team in action.
Learning together to work together
In this editorial, the author poses the question: where, and what, is the evidence that interprofessional education works? She have several answers to this question: if we don't do it, we won't be able to provide the evidence; where was the evidence for many educational innovations of the last decades when they were introduced (for example, problem-based learning, early patient contact and intern shadowing); and there is certainly emerging evidence that we need to manage teamwork and interprofessional communication better.
Learning for real life: Patient-focused interprofessional workshops offer added value
OBJECTIVES: This paper reports relevant findings of a pilot interprofessional education (IPE) project in the Schools of Medicine and Healthcare Studies at the University of Leeds. The purpose of the paper is to make a contribution towards answering 2 questions of fundamental importance to the development of IPE. Is there a demonstrable value to learning together? What types of IPE, under what circumstances, produce what type of outcomes?
Interprofessional education: What’s the point and where we’re at
In this paper, the authors define interprofessional education (IPE), describe models of IPE, and explore the problems of evaluating the IPE learning experience. Changing the way we educate health professionals is key to achieving system change and to ensuring that health providers have the necessary knowledge and training to work effectively in interprofessional teams within the evolving health care system.
Guest Editorial: Interprofessional Education
Doctor, professor, and researcher Jill Thistlethwaite reflects upon interprofessional education and the impact which teamwork has upon health care.
Please note: The full text of this article is only available to those with subscription access to the Wiley Online Library. Contact your institutional library or the publisher for details.
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.
Cutting Medical Mistakes: UNE Tries Team Approach
When you're admitted to a hospital, the hope is that you will get better. But according to the Journal of Patient Safety, as many as 440,000 people every year die because of medical errors. That would make medical error the third leading cause of death in the U.S., after heart disease and cancer. These statisitics, combined with incentives under the Affordable Care Act to improve quality, are prompting medical schools to teach students to work in teams.