Key factors in developing and delivering interprofessional education
Interprofessional education (IPE) has been advocated in a number of policy documents for nearly 30 years as the main route to enhancing collaboration. Consequently, there has been a steady growth in IPE activity in this country and abroad. Despite this expansion, literature reveals that the planning and delivery of IPE remains a localized and rather haphazard affair with little understanding of the factors that influence its development or implementation.
Interprofessional education for collaborative practice: Views from a global forum workshop
The Institute of Medicine’s Global Forum on Innovation in Health Professional Education (IOM, 2013) report looks at examples of teamwork and collaboration in education and practice that use interprofessional education (IPE) to achieve better patient care; to obtain better health outcomes; and to increase the value of educational and health care systems relative to outcomes.
Learning from Bud: The Bright Future of IPE
Dr. Barbara Brandt delivered the Dedication of the DeWitt C. Baldwin Institute of Interprofessional Education on May 15th, 2014. The full text of that speech is presented here.
Medicine and nursing: A social contract to improve collaboration and patient-centred care?
While research has indicated that professionals can work in an effective manner spread across the continuum of care, professional biases, boundary protectionism and little opportunity to develop interprofessional competence has made effective collaboration extremely difficult (e.g.
The moving target: Outcomes of interprofessional education
With the explosion of enthusiasm for interprofessional education as a means to increase collaborative practice and improve important healthcare outcomes, many institutions are devoting new resources to interprofessional educational programs. In order to reach the overarching goal of interprofessional education that improves the health of patients, longitudinal curricula should include sequenced educational experiences that build toward proficiency in practice (Josiah Macy Jr.
Crew resource management: How well does it translate to an interprofessional healthcare context?
Despite its increasing popularity for the training of interprofessional teams, crew resource management (CRM) has a number of limitations, which are often overlooked. In this editorial, the authors discuss the evolution of CRM, explore the evidence linked to its use in promoting interprofessional teamwork and discuss many of its limitations.
Why we need theory to help us better understand the nature of interprofessional education, practice and care
In this editorial, the authors outline the need for using (grand, mid-range and micro) theories to enhance our understanding of interprofessional education, practice and care. The authors argue why we need to engage in theoretical development in the interprofessional field, and why theoretical development should not be seen as a luxury, or low priority, but a central feature of the work we do developing and studying interprofessional education, practice and care.
The intersection of informatics and interprofessional collaboration
This editorial explores how we can establish synergies between the field of informatics and the interprofessional field. The authors first provide some defining characteristics to help understand the nature of informatics and then discuss the array of functional (and dysfunctional) uses when designing and implementing informatics in healthcare.
The rise and rise of interprofessional competence
In this editorial, the author explores the continued rise of competency frameworks in the interprofessional field. He outlines the growth of interprofessional competency frameworks and discusses some of the benefits they offer before examining their current shortcomings.
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.