Changing organizational structure of an interdisciplinary student-run clinic: A case study of Phillips Neighborhood Clinic
As a clinic with limited resources, and operated solely by volunteers, the PNC has experienced many changes in its volunteer and leadership bodies. These changes occur usually during leadership transition and are often the result of volunteer initiative to expand the services and quality of those services offered at the clinic. Changes typically arise for one of four reasons:
Future Oriented—changes to expand and improve the clinic
Problem Solving—changes to adapt to challenges or issues
A comparison of interprofessional perceptions and working relationships among health and social care students: the results of a 3-year intervention
A longitudinal quantitative study in an English faculty of health and social care explored the effects of a pre-qualifying interprofessional curriculum for students from 10 professional programmes. Students on the interprofessional curriculum completed questionnaires containing four attitude scales on entry to the faculty, during their second year and at the end of their final year.
Interprofessional Education: An Exploration in Physical Therapist Education
Interprofessional education (IPE) has been a topic of national and international discussion for several decades. The recent development of the Interprofessional Education Collaborative (IPEC) Core Competencies prompted the American Council on Academic Physical Therapy (ACAPT) to consider ways the physical therapy profession could become more involved.
IPAS: Interprofessional Attitudes Scale
IPAS is a scale designed to assess attitudes that relate to the 2011 Core Competencies for Interprofessional Collaborative Practice. IPAS is one of the first scales to focus specifically on the Core Competencies. IPAS consists of 27 items in 5 sub-scales, which we have called "Teamwork, Roles, and Responsibilities", "Patient-Centeredness", "Interprofessional Biases", "Diversity & Ethics", and "Community-Centeredness". IPAS was created from factor analysis of survey data collected from over 700 student respondents at the University of Utah Health Sciences Center in 2012.
Interprofessional Professionalism Collaborative
This website provides resources related to the Interprofessional Professionalism Collaborative and its assessment tools. As well as information regarding its collaborators and background. The purpose of the Interprofessional Professionalism Collaborative (IPC) is to develop a valid and reliable assessment instrument for interprofessional professionalism behaviors and related educational resources for use by educators across all health professions.
Educating Health Professionals to Use an Evidence Base: Current Reality, Barriers, and Related Actions
The Institute of Medicine explores the existing evidence-base related to education of health professionals in evidence-based practice, the educational and regulatory barriers to integrating this topic area in the academic and continuing education settings, proposed actions for overcoming these barriers, and model schools or educational programs offering curricula in this topic area. Embedded in this paper are questions that will serve to initiate the development of strategies for reform of health professions education.
Educating Health Professionals to Improve Quality of Care: Current Reality, Barriers, and Related Actions
The Institute of Medicine explores the existing evidence-base related to the education of health professionals in quality improvement, the educational and regulatory barriers to integrating this approach in the academic and continuing education settings, proposed actions for incorporating quality improvement into health professions education, and model schools or educational programs offering curricula in this area. Embedded in this paper are questions that will serve to initiate the development of strategies for reform of health professions education.
Educating Health Professionals in Teams: Current Reality, Barriers, and Related Actions
The Institute of Medicine explores the existing evidence-base related to the education of health professionals in interdisciplinary teams, the educational and regulatory barriers to incorporating interdisciplinary teams in the academic and continuing education settings, proposed actions to overcome these barriers, and model schools or educational programs using interdisciplinary teams.