Key factors in planning and implementing interprofessional education in health care settings
Interprofessional education (IPE) is regarded by many health care practitioners (i.e., nurses, occupational therapists, physicians), educators, and policy makers as an important activity to enhance the quality of teamwork and patient care. While the focus on developing an evidence basis for IPE has demonstrated the potential value of IPE for improving collaboration and patient outcomes, exploration of key concepts that underpin IPE has been overlooked.
Interprofessional education for practitioners working with the survivors of violence: Exploring early and longer-term outcomes on practice
Traditionally, practitioners working with the survivors of violence have been offered little in the way of formal education to help them understand why violence occurs and how they can collaborate to support survivors in an effective manner. To help address this need, a team led by one of the authors developed an innovative interprofessional course entitled, "Society, Violence and Practice".
Structuring Communication Relationships for Interprofessional Teamwork (SCRIPT): A cluster randomized controlled trial
BACKGROUND: Despite a burgeoning interest in using interprofessional approaches to promote effective collaboration in health care, systematic reviews find scant evidence of benefit. This protocol describes the first cluster randomized controlled trial (RCT) to design and evaluate an intervention intended to improve interprofessional collaborative communication and patient-centred care.
A best evidence systematic review of interprofessional education: BEME Guide no. 9
BACKGROUND AND REVIEW CONTEXT: Evidence to support the proposition that learning together will help practitioners and agencies work better together remains limited and thinly spread. This review identified, collated, analysed and synthesised the best available contemporary evidence from 21 of the strongest evaluations of IPE to inform the above proposition. In this way we sought to help shape future interprofessional education and maximize the potential for interprofessional learning to contribute to collaborative practice and better care.
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.