Practice-based Learning Across and Between the Health professions: A Conceptual Exploration of Definitions and Diversity and their Impact on Interprofessional Education
Practice-based learning (PrBL) occurs in all health professional training but there are intra- and interprofessional differences depending on context, location and professional identity. In this position paper I will explore the definition, context and elements of PrBL across the health professions, and their implications for interprofessional education (IPE).
Compassion: Wherefore Art Thou?
Compassion is a health professional value that has received a lot of attention recently. In this paper we consider the nature of compassion, its definition and its expression in practice. We further link compassion to patient-centred care. There is debate about whether compassion can be learned, and therefore assessed. There are similar discussions in relation to ‘professionalism’ and the effects of the hidden curriculum.
Competencies and frameworks in interprofessional education: A comparative analysis
Health professionals need preparation and support to work in collaborative practice teams, a requirement brought about by an aging population and increases in chronic and complex diseases. Therefore, health professions education has seen the introduction of interprofessional education (IPE) competency frameworks to provide a common lens through which disciplines can understand, describe, and implement team-based practices.
Interprofessional Health Education: A Literature Review
This review seeks to situate the contemporary Australian field of IPL/IPE within its history, nationally and internationally, in order to illuminate how it has taken the form and shape that it has, how it relates to international agendas in health and health professional education and shifts in the higher education sector, and to resource a research and development agenda for system-wide change. The review addresses the following questions:
Interprofessional Health Education in Australia: Report of the Launch of the Proposal The Way Forward
The national consultation undertaken in this project – Learning and Teaching for Interprofessional Practice, Australia (L-TIPP, Aus) – revealed many examples of innovative and successful interprofessional education (IPE) initiatives developed across the Australian higher education sector.
Partnering with Patients, Families, and Communities: An Urgent Imperative for Health Care
This report outlines recommendations from the Josiah Macy Jr. Foundation conference "Patients, Families, and Communities: An Urgent Imperative for Health Care." The conference took place April 3 - 6, 2014 in Arlington, Virginia.
Lobster and Learning
Some time ago, Shelley Cohen Konrad asked me to visit the University of New England to present to a Macy Foundation-sponsored summit focused on the Nexus of integrated practice and education. Within a comprehensive curriculum plan, Shelley and her colleagues have created an innovative community-based IPE program and a range of opportunities for students to learn teamwork skills. By hosting the summit, they envision a closer relationship with Maine’s practice community to strengthen their already robust IPE program.
Measuring the Difference: Interprofessional Education and Care in Clinical Settings
In this presentation, the authors discuss and compare two innovative models of interprofessional education, training and service delivery: The CHANNELS Project of the University of New England in Portland, Maine and the the Bridging the Disparities Gap project of the University of Missouri - Kansas City of Kansas City, Missouri.
The presentation was part of the Interprofessional Collaborative Practice Summit, sponsored by the Josiah Macy, Jr. Foundation and the Maine AHEC Network, held May 28th at the University of New England.
Cutting Medical Mistakes: UNE Tries Team Approach
When you're admitted to a hospital, the hope is that you will get better. But according to the Journal of Patient Safety, as many as 440,000 people every year die because of medical errors. That would make medical error the third leading cause of death in the U.S., after heart disease and cancer. These statisitics, combined with incentives under the Affordable Care Act to improve quality, are prompting medical schools to teach students to work in teams.