Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes
Over the past half century, there have been ebbs and flows of interest in linking what is now called interprofessional education (IPE) with interprofessional collaboration and team-based care. Whereas considerable research has focused on student learning, only recently have researchers begun to look beyond the classroom and beyond learning outcomes for the impact of IPE on such issues as patient safety, patient and provider satisfaction, quality of care, health promotion, population health, and the cost of care.
Duluth-Area Interprofessional Practice and Education
I hope this can be a neutral convening space for collaborators in the Duluth area.
AIHC Program Committee
Committee Charge (functions of committee):
Guide the development of programming for AIHC that will provide platforms for members to have voice and influence over interprofessional practice and education (IPE), and policy that supports IPE. Programming will focus on collaboration that brings together AIHC members and stakeholders to learn about, from, and with one another to improve health and healthcare for all.
Interprofessional Client-Centred Collaborative Practice: What Does it Look Like? How Can it be Achieved?
Interprofessional client-centered collaborative practice (ICCCP) is collective by nature, emerging as it does at the intersection of a wide variety of professional knowledge and scopes of practice. Many studies of ICCCP focus on the determinants or inputs of collaborative practice as well as on the results, outputs, or outcomes. This is echoed methodologically, as a preponderance of ICCCP teamwork studies primarily employ interview and survey data.
Bringing It Home: Reconnecting Teams, IPE and Continuing Education
This presentation was delivered by Barbara Brandt to the Alliance for Continuing Education in the Health Professions on January 16, 2016.
Addressing the Interprofessional Collaboration Competencies of the Association of American Medical Colleges: A Systematic Review of Assessment Instruments in Undergraduate Medical Education
PURPOSE:
To summarize characteristics and validity evidence of tools that assess teamwork in undergraduate medical education (UME), and provide recommendations for addressing the interprofessional collaboration competencies of the Association of American Medical Colleges (AAMC).
METHOD: