Medical University of South Carolina: Team Training to Improve Quality and Safety Outcomes
This collaborative intervention evaluates how team training for student learners and clinicians improves quality and safety outcomes in the clinical setting.
Kansas University Medical Center: Faculty Preceptors for IPE
In an effort to enhance primary care delivery, this intervention develops an interprofessional practice and education (IPE) curriculum for preceptors who are jointly affiliated with both health care education and clinical practice.
Grand Valley State University: IPE to Improve Diabetes Health Outcomes
A student team of medical, physician assistant and pharmacy students are working with health care providers at Cherry Street Health Center, a non-profit Federally Qualified Health Center (FQHC), to provide collaborative care during clinical appointments and through daily huddles, case conferences, patient call backs and patient education classes about diabetes.
Arizona Nexus: Student Health Outreach for Wellness
This project provides health professions students an opportunity to develop interprofessional competencies in a “real world” clinical practice setting.
Arizona Nexus: Improving Health Outcomes in Independent Senior Housing
The Interprofessional Center for Health and Social Services at the Westward Ho is a student-run, faculty-supervised training unit that provides onsite supportive services to 300 residents of a low-income senior housing community in downtown Phoenix.
What About Ben?- Interprofessional Facilitation Case and Videos
These videos show a care conference, convened by a public health nurse, with a patient's pharmacist, physician and veterinarian. The first part highlights the struggles of facilitating an interprofessional group among professions who are used to working in their uniprofessional settings. The second part shows partial resolution of the unhealthy team dynamics as facilitated by the public health nurse.
Labeling Activity- Care Conference
This activity will engage students in a care conference while struggling with the labels that direct how others treat them during the care conference. Each member is given a role to play in the care conference that is visible to all team members. They are also given a label dictating how they should be treated by the team members that only the other students on the team can see. The patient care conference is then follwed by a guided debriefing.
The activity is based on the Labelling/Stereotype Exercise created by the University of Toronto.
Interprofessional Education: "Thinking and Acting Differently:" PCMH Workforce Development Models
This article was part of a larger project and publication that can be found here:
Engaging the Nexus: Using Tools within Healthcare Education and Clinical Practice Settings to Strengthen IPECP and Achieve the Triple Aim
Collaborating Across Borders 2015 Abstract
The Research and Evaluation Agenda of the National Center for Interprofessional Practice and Education
Barbara Brandt Presentation to the Institute of Medicine Global Forum on Innovations in Health Professions Education
Washington DC
September 14, 2015
