Delivering practice-based interprofessional education to community mental health teams: Understanding some key lessons
This paper describes a project that offered an interprofessional education (IPE) experience to two community mental health teams (CMHTs) based in separate inner city locations. Team members were offered three weekly workshops that aimed to enhance their understanding of interprofessional collaboration and improve their collective work as a team. A multi-method research design was employed to evaluate the impact of the workshops. Data were collected at four points in time: before, directly after, three months and 12 months following the workshops.
Re-examining the evaluation of interprofessional education for community mental health teams with a different lens: Understanding presage, process and product factors
This paper revisits the formative evaluation of a pilot project that offered in-service interprofessional education (IPE), which is designed to enhance the collaborative practice, to two UK community mental health teams (CMHTs). While the IPE was well received and resulted in some improvements in team functioning, wider successes were elusive. Specifically, collaborative action plans were not implemented, and the pilot programme was ultimately not rolled out to other CMHTs.
Knowledge translation and interprofessional collaboration: Where the rubber of evidence-based care hits the road of teamwork
Knowledge-translation interventions and interprofessional education and collaboration interventions all aim at improving health care processes and outcomes. Knowledge-translation interventions attempt to increase evidence-based practice by a single professional group and thus may fail to take into account barriers from difficulties in interprofessional relations. Interprofessional education and collaboration interventions aim to improve interprofessional relations, which may in turn facilitate the work of knowledge translation and thus evidence-based practice.
Are you joining the National Center Journal Club on Tuesday, May 20?
Next Tuesday, we'll talk with Scott Reeves, PhD, editor of the Journal of Interprofessional Care about his 2011 article, “
National Center for Interprofessional Practice and Education
- May 15, 2014
The Clinical Learning Environment Review (CLER) Program Update
These webinar slides provide an update on the CLER program, including: program development; early observations; CLER Evaluation Committee and the Pathways document details.
The Clinical Learning Environment Review (CLER) Program: Early Experiences
These webinar slides provide an overview of early experiences with the CLER program, including: background and overview of site visits; experiences from a sponsoring institution perspective; faculty development opportunities and lessons learned.
ACGME CLER Program Overview
As a component of its next accreditation system, the ACGME has established the CLER program to assess the graduate medical education (GME) learning environment of each sponsoring institution and its participating sites. CLER emphasizes the responsibility of the sponsoring institution for the quality and safety of the environment for learning and patient care, a key dimension of the 2011 ACGME Common Program Requirements.
Development, Testing, and Implementation of the ACGME Clinical Learning Environment Review (CLER) Program
Since the release of the Institute of Medicine's report on resident hours and patient safety, there have been calls for enhanced institutional oversight of duty hour limits and of efforts to enhance the quality and safety of care in teaching hospitals.
Key elements for interprofessional education, part 1: the learner, the educator and the learning context
This paper is the first of two that highlights key elements needed for consideration in the planning and implementation of interprofessional educational (IPE) interventions at both the pre and post-licensure qualification education levels. There is still much to be learned about the pedagogical constructs related to IPE. Part 1 of this series discusses the learning context for IPE and considers questions related to the "who, what, where, when and how" related to IPE.
Key elements of interprofessional education, part 2: factors, processes and outcomes
In the second paper of this two part series on Key Elements of Interprofessional Education (IPE), we highlight factors for success in IPE based on a systematic literature review conducted for Health Canada in its "Interprofessional Education for Patient Centred Practice" (IECPCP) initiative in Canada (Oandasan et al., 2004). The paper initially discusses micro (individual level) meso (institutional/organizational level) and macro (socio-cultural and political level) factors that can influence the success of an IPE initiative.