Simulation: A panacea for interprofessional learning?
The Institute of Medicine's seminal report To Err is Human (Kohn, Corrigan, & Donaldson, 2000) argued that to improve quality and safety, health care organizations needed to create interprofessional training opportunities for practitioners to learn interpersonal and technical skills in safe, simulated environments.
Experts from Australia and New Zealand to visit National Center
Through funding from the Robert Wood Johnson Foundation, National Center for Interprofessional Practice and Education will be hosting two international scholars in its Global Leadership Consultancies in Interprofessional Practice, Education and Research.
Rosalind Franklin University of Medicine and Science honors DeWitt C. Baldwin
This month Rosalind Franklin University of Medicine and Science officially dedicated the DeWitt C. Baldwin Institute for Interprofessional Education, honoring Accreditation Council for Graduate Medical Education Scholar in Residence and a pioneer of interprofessional education, DeWitt C. Baldwin, MD.
National Center Data Repository Advisory Council Named
National Center’s Data Repository is up, running and being loaded with information on interprofessional practice and education from the Nexus Innovation Incubator Network sites. To guide and advise on the Data Repository’s development, National Center has named a new advisory council to help create a system with a philosophy similar to “Turbo Tax” — where the data and structure allow questions to be asked and answered simply, easily, and accurately so answers can be turned into effective decisions.
Using the sociological imagination in the interprofessional field
In this editorial, I extend this discussion by drawing upon the seminal work of C. Wright Mills (1967) who developed the notion of the ‘sociological imagination’ to provide a way of understanding, more deeply, the influences of different societal phenomena on the lives of individuals. I use this notion to argue why its use has a number of advantages for broadening our knowledge about the interprofessional field.
UNE Student IPE Rotations- MaineGeneral / Family Medicine Institute
"My advice is to jump right in!"
~UNE College of Pharmacy graduate Michelle O'Meara '14
Interprofessional simulated learning: The need for 'sociological fidelity'
In this editorial, the authors examine some of the current limitations of interprofessional simulated learning activities and suggest the use of a sociological approach to help enhance the quality of this form of learning and improve its transferability to interprofessional practice.
Please note: The full text of this article is only available to those with subscription access to the Informa Healthcare database. Contact your institutional library or the publisher for details.
The need to problematize interprofessional education and practice activities
To date, within the interprofessional field there has been little effort to problematize key interprofessional concepts, interprofessional activities (courses, workshops), or evaluative approaches we have employed. In this editorial, the author elaborates on the importance of problematizing the elements embedded in our interprofessional work.
Ideas for the development of the interprofessional field
In this editorial, the author aims to ‘take stock’ of interprofessional education and interprofessional practice – empirically and theoretically – before sketching out some ideas for the future development of the field.
Please note: The full text of this article is only available to those with subscription access to the Informa Healthcare database. Contact your institutional library or the publisher for details.
An overview of continuing interprofessional education
Interprofessional education, continuing interprofessional education, interprofessional collaboration, and interprofessional care are moving to the forefront of approaches with the potential to reorganize the delivery of health professions education and health care practice. This article discusses 7 key trends in the scholarship and practice of interprofessional education: conceptual clarity, quality, safety, technology, assessment of learning, faculty development, and theory.