Facilitating factors for, barriers to, and outcomes of interdisciplinary education projects in the health sciences
Appropriate collaboration and communication among health professionals is viewed as increasingly important in meeting the challenges of today's health care system. Student socialization to interdisciplinary practice is thought to be facilitated through interdisciplinary academic and clinical learning experiences during the educational program. The purpose of this article is to identify factors commonly cited as facilitating and inhibiting interdisciplinary education, to provide insight for the development of successful interdisciplinary education projects.
The Value of Nexus Innovations Incubator
Ivy Oandasan, Karen Saewert, Scott Reeves, and Ernie Schloss discuss the value of the National Center for Interprofessional Practice and Education's Nexus Innovations Incubator initiative.
Interprofessional Education program, Western University of Health Sciences
In January 2010, Western University of Health Sciences launched the first phase of its Interprofessional Education (IPE) program. Our mission is to produce humanistic healthcare professionals who practice collaborative patient-centered care. The university wide comprehensive IPE program model includes didactic, experiential and clinical care phases. The first phase of the IPE program, didactic, rolled out during the 2009-2010 academic year. While the data from the first year is still being evaluated, initial indicators reveal the launching of the first year of the program was a success.
Interprofessional education: A review and analysis of programs from three academic health centers
The past decade witnessed momentum toward redesigning the U.S. health care system with the intent to improve quality of care. To achieve and sustain this change, health professions education must likewise reform to prepare future practitioners to optimize their ability to participate in the new paradigm of health care delivery.
Development of the Ambulatory Team Observed Structured Clinical Evaluation (ATOSCE)
In response to the call for tools to measure collaboration in interprofessional settings, an Ambulatory Team Observed Structured Clinical Evaluation (ATOSCE) was developed to measure collaboration/teamwork behaviors and skills in a realistic simulation for graduate students in the healthcare professions. Participants rated the ATOSCE a realistic and valuable learning experience.
Oral Health Matters! Summer, 2014 Newsletter
Oral Health Nursing Education and Practice Newsletter, Summer 2014.
Proceedings of the 8th Congress of Health Professions Educators
Solving the Workforce Crisis: Lessons from Clinical Practice and the Corporate World
Proceedings of the 7th Congress of Health Professions Educators
Educating Health Professionals to Enhance Quality and Safety
Proceedings of the 6th Congress of Health Professions Educators
Community and Commitment
At the 6th Congress of Health Professions Educators, Community and Commitment, participants wrestled with the definition of a community — is it the health sciences building(s), the university campus, the neighborhood beyond the walls, or (through electronic connections and airplanes) does it extend to others in a global community? Variations on this definition emerged and reemerged throughout the conference.
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