Interprofessional Education and Practice in Athletic Training
Professional preparation in athletic training has grown from modest roots based in physical education in the 1960s to its emergence as a recognized health profession today. The profession has long embraced interprofessional practice (IPP), but many times has not been included in discussions held at the institutional, governmental, and international levels. As a result, the concept of interprofessional education (IPE), which has been an emphasis in medicine, nursing, and allied health since the 1990s, has not been a part of most athletic training programs.
Linking Workforce Development and Practice Transformations
Webinar presentation to CMMI SIM program; December 3, 2015
Barbara Brandt
Healthcare Publishes National Center Informatics Article
On November 15, Healthcare published the third in a series of National Center peer reviewed articles that present the center’s research agenda and methodology.
Clinical Prevention and Population Health Curriculum Framework
The Clinical Prevention and Population Health Curriculum Framework provides a common core of knowledge for clinical health professions about individual and population‐oriented prevention and health promotion efforts. The Framework can support interprofessional prevention education and practice. The CPPH Framework is a product of the interprofessional Healthy People Curriculum Task Force, established in 2002 by the Association for Prevention Teaching and Research (APTR).
Interprofessional education increases knowledge, promotes team building, and changes practice in the care of Parkinson's disease
Objective
Examine outcomes for the National Parkinson Foundation (NPF) Allied Team Training for Parkinson (ATTP), an interprofessional education (IPE) program in Parkinson's disease (PD) and team-based care for medicine, nursing, occupational, physical and music therapies, physician assistant, social work and speech-language pathology disciplines.
Background
Healthcare professionals need education in evidence-based PD practices and working effectively in teams. Few evidence-based models of IPE in PD exist.
Methods
Cost-Effectiveness of a Physician–Pharmacist Collaboration Intervention to Improve Blood Pressure Control
Previous studies have demonstrated the cost-effectiveness of physician–pharmacist collaborations to improve hypertension control. However, most studies have limited generalizability, lacking minority and low-income populations. The Collaboration Among Pharmacist and Physicians to Improve Blood Pressure Now (CAPTION) trial randomized 625 patients from 32 medical offices in 15 states. Each office had an existing clinical pharmacist on staff. Pharmacists in intervention offices communicated with patients and made recommendations to physicians about changes in therapy.
Interdisciplinary Training: Preparing Counselors for Collaborative Practice
This article utilizes one counselor education program’s experience as a framework for exploring how to prepare counselors to work in interdisciplinary teams. Based on an interdisciplinary training program that involves faculty and graduate students from counseling, social work, nursing, internal medicine and family medicine, the article explores the role discipline-specific orientations play in the outcome of interdisciplinary training programs.
Merging of Relevant IPE Themes from a Longitudinal Curriculum to Create a Capstone Project
Poster presentation from CAB 2015 by University of Colorado Anschutz Medical Campus
592 student participated in a year long Interprofessional Education and Development course-2 hour sessions for 16 weeks. Sessions were based on the four IPEC competencies. The purpose of the capstone session was to allow sutdents to demonstrate their integration and synthesis of key concepts taught during didactic sessions.
Studio-based learning in interprofessional education
The recent growth of interprofessional education (IPE) in healthcare has been accompanied by exploration of teaching strategies to improve its effectiveness. Experts in IPE advise faculty to explore teaching models from other disciplines outside of healthcare. Studio-based learning (SBL) in design education embodies many of the features that are integral to effective IPE. Students work in teams to design new processes and products to solve complex and real-life problems.