Interprofessional Training in a Simulated Emergency
The Interprofessional Education and Practice (IPEP) CPR Team Behavior Simulations are intensive hour-long sessions training small groups of students from medicine, nursing and pharmacy to work as teams in a simulated health emergency. This video shows an interprofessional student team in action.
Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE) Instrument
Development of the Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE) instrument was guided by the Interprofessional Education Collaborative’s competency framework. The SPICE instrument contains 10 items and 3 factors dedicated to interprofessional teamwork and team-based practice (items 1, 5, 6, & 8-10), roles/responsibilities for collaborative practice (items 2 & 7), and patient outcomes from collaborative practice (items 3 & 4).
Macy Foundation Web Conference: Partnering with Patients, Families, & Communities to Link IPE
On July 22, the Macy Foundation will hold a web conference from 1:00-2:00 pm EDT to discuss new recommendations from a meeting of leaders in health professions education and practice, and consumer organizations for partnering with patients, families, and communities to link interprofessional practice and education.
Please register here to received dial-in information.
WHO Human Resources for Health Observer #13: Interprofessional Collaborative Practice in Primary Health Care
There is increasing interest in the ability of health-care professionals to work together, and in understanding how such collaborative practice contributes to primary health care (PHC). Interprofessional education drives the need to identify and establish enabling mechanisms for collaborative practice in PHC. This study examines six PHC practice settings from both resource-constrained and resource-rich countries in order to identify not only the enabling mechanisms that facilitate collaborative practice to support PHC, but also barriers to such practice.
WHO Human Resources for Health Observer #14: Interprofessional Education Case Study
Interprofessional education enables students to learn together and broaden their knowledge and experiences. The Master of Science program in Reproductive Health at Kamazu College of Nursing, Malawi was developed to address the human resource needs for reproductive health care and the need for a local training programme that could be accessed by more health workers.
This case study shows that such effecitve inteprofessional education is possible when done through a consultative process and commitment from all stakeholders including the government.
To Err is Human: Building A Safer Health System
This report lays out a comprehensive strategy by which government, health care providers, industry, and consumers can reduce preventable medical errors. Concluding that the know-how already exists to prevent many of these mistakes, the report sets as a minimum goal a 50 percent reduction in errors over the next five years.
In its recommendations for reaching this goal, the committee strikes a balance between regulatory and market-based initiatives, and between the roles of professionals and organizations.
Learning together to work together
In this editorial, the author poses the question: where, and what, is the evidence that interprofessional education works? She have several answers to this question: if we don't do it, we won't be able to provide the evidence; where was the evidence for many educational innovations of the last decades when they were introduced (for example, problem-based learning, early patient contact and intern shadowing); and there is certainly emerging evidence that we need to manage teamwork and interprofessional communication better.
Learning for real life: Patient-focused interprofessional workshops offer added value
OBJECTIVES: This paper reports relevant findings of a pilot interprofessional education (IPE) project in the Schools of Medicine and Healthcare Studies at the University of Leeds. The purpose of the paper is to make a contribution towards answering 2 questions of fundamental importance to the development of IPE. Is there a demonstrable value to learning together? What types of IPE, under what circumstances, produce what type of outcomes?
Interprofessional education: What’s the point and where we’re at
In this paper, the authors define interprofessional education (IPE), describe models of IPE, and explore the problems of evaluating the IPE learning experience. Changing the way we educate health professionals is key to achieving system change and to ensuring that health providers have the necessary knowledge and training to work effectively in interprofessional teams within the evolving health care system.