An interprofessional education session for first-year health science students
OBJECTIVE: To implement and evaluate the effectiveness and short-term impact of an interprofessional education (IPE) session in the first year for health sciences students representing 9 health professions.
Examining the effects of interprofessional education on mental health providers: Findings from an updated systematic review
BACKGROUND: Interprofessional education (IPE)'s popularity as an effective strategy to enhance the ability of health professionals to work in interprofessional teams has grown substantially over the past decade.
AIMS: Building upon the work of Reeves ( 2001 ), this paper provides an updated systematic review of the effects of IPE on mental health providers delivering adult mental health care from 1967 to 1998.
Interprofessional interaction, negotiation and non-negotiation on general internal medicine wards
Research suggests that health care can be improved and patient harm reduced when health professionals successfully collaborate across professional boundaries. Consequently, there is growing support for interprofessional collaboration in health and social care, both nationally and internationally. Factors including professional hierarchies, discipline-specific patterns of socialization, and insufficient time for teambuilding can undermine efforts to improve collaboration.
“Mainstreaming” Interprofessional Education within Hospital Settings: Findings from a Multiple Case Study
Background: Interest in interprofessional education (IPE) to promote effective interprofessional collaboration (IPC) has gained momentum across healthcare, professional education, and government sectors. In general, the IPE literature tends to report single-site studies. This article presents a rare study that reports a largescale multi-site IPE initiative. It draws upon a newly developed notion of mainstreaming—introduced to the literature by Barr and Ross—that helps illuminate the implementation issues related to an IPE initiative.
An introduction to teamwork: Findings from an evaluation of an interprofessional education experience for 1000 first-year health science students
Effective interprofessional collaboration is an important factor in addressing health care needs and priorities. Educators and health care practitioners have argued that interprofessional education (IPE) is necessary to equip students with the knowledge, skills, attitudes, and behaviors to work collaboratively and ultimately deliver enhanced patient/client care. The University of Toronto has implemented an introductory IPE session for approximately 1000 health science students that focuses on teamwork.
A participatory approach to interprofessional education research: Students researching with their peers
The Office of Interprofessional Education at the University of Toronto has sought students to conduct IPE research by offering summer studentships. This paper reports on one of these student research projects, which aimed to examine medical students' perceptions and experiences of IPE.
Improving the clarity of the interprofessional field: Implications for research and continuing interprofessional education
Significant investments are being made around the world to improve interprofessional collaboration, yet limits in our knowledge of this field restrict the ability of decision makers to base their decisions upon evidence. Clarity of the interprofessional field is blurred by a conceptual and semantic confusion that affects our understanding of key elements of education and practice activities, their interlinked relationship, and their effects on health or system outcomes.
Domestic Violence & Provider Role: Video & Curriculum
This material is modular in nature, and can be used in parts or as a cohesive whole. It was developed to help health professionals recognize and address the presence or history of interpersonal violence in a patient and was made possible with funding from the Bingham Program and with the University of New England’s College of Osteopathic Medicine. While focused on the role of the primary care provider, the content is suitable across many disciplines and for interprofessional education/practice. Included for each segment:
An emerging framework for understanding the nature of interprofessional interventions
The current conceptual problems related to IPE and IPC can be observed by the variety of terms employed to describe these interventions. Terms include “interprofessional learning”, “interdisciplinary collaboration”, “multiprofessional training”, and “transdisciplinary practice”.
Interprofessional collaboration: Effects of practice-based interventions on professional practice and healthcare outcomes
BACKGROUND: Poor interprofessional collaboration (IPC) can negatively affect the delivery of health services and patient care. Interventions that address IPC problems have the potential to improve professional practice and healthcare outcomes.