Integrating interprofessional education in community-based learning activities: case study
Faculty of Medicine/Suez Canal University (FOM/SCU) students are exposed to clinical practice in primary care settings within the community, in which they encounter patients and begin to work within interprofessional health teams. However, there is no planned curricular interaction with learners from other professions at the learning sites.
Barbara Brandt: Interprofessional Practice and Education Expert Leading Change with Support from HRSA and HHS
In this podcast, hosted by Health Crossroads, Dr. Barbara Brandt discusses several critical topics in health today including telehealth, integrated health systems, Obamacare and ACA, health and wellness, shifting models of care, and of course interprofessional education.
The coming of age for interprofessional education and practice
Interprofessional education for collaborative practice is an important innovation globally and in US health professions education. The recent spotlight on interprofessional education in the United States was launched by a series of reports in the US Institute of Medicine's Quality Chasm series. They raised concerns over medical errors and health care quality as significant sources of morbidity and mortality in the United States and proposed health professions' education for patient-centered, team-based care as one means to address these concerns.
Core competencies for interprofessional collaborative practice: Report of an expert panel
This report is inspired by a vision of interprofessional collaborative practice as key to the safe, high quality, accessible, patient-centered care desired by all. Achieving that vision for the future requires the continuous development of interprofessional competencies by health professions students as part of the learning process, so that they enter the workforce ready to practice effective teamwork and team-based care. Our intent was to build on each profession’s expected disciplinary competencies in defining competencies for interprofessional collaborative practice.
Integration of Oral Health and Primary Care Practice
The Integration of Oral Health and Primary Care Practice initiative strives to improve access to early detection and preventive interventions by expanding oral health clinical competency of primary care clinicians, leading to improved oral health.
The initiative comprises three inter-related components:
A scoping review to improve conceptual clarity of interprofessional interventions
Interprofessional education (IPE) and interprofessional collaboration (IPC) have been identified in health education and health care as playing an important role in improving health care services and patient outcomes. Despite a growth in the amount of research in these areas, poor conceptualizations of these interprofessional activities have persisted. Given the conceptual challenges, a scoping review of the interprofessional field was undertaken to map the literature available in order to identify key concepts, theories and sources of evidence.
Engine or Boat Anchor? The Health Professional Training Establishment in HHR Innovation
Educational institutions have largely failed to provide innovative responses to emerging health human resources (HHR) needs. Reasons include the prevailing ratio policy, which simply increases the supply of professionals; university funding protocols; a guild structure that isolates health professions rather than integrating them; and current credentialing for entry to practice, which both controls and further balkanizes the professions.
The University of British Columbia model of interprofessional education
The College of Health Disciplines, at the University of British Columbia (UBC) has a long history of developing interprofessional learning opportunities for students and practitioners. Historically, many of the courses and programmes were developed because they intuitively made sense or because certain streams of funding were available at particular times. While each of them fit generally within our understanding of interprofessional education in the health and human service education programs, they were not systematically developed within an educational or theoretical framework.
Interprofessional education in US medical schools
Interprofessional education (IPE) is called for in United States health professions education (Institute of Medicine, 2003). The Association of American Medical Colleges (AAMC) includes interprofessional health education and practice as a strategic area in which the organization and members should engage (AAMC, 2007). The current status of IPE within United States medical schools has remained largely unexamined.
Interprofessional learning in the trenches: fostering collective capability
The greatest resource for improving interprofessional learning and practice is the knowledge, wisdom, and energy of professionals who adapt to challenging situations in their everyday work. We call collective capability the ability of a group of professionals to balance two interdependent levels of organization of practice: what professionals know and what they do collectively over time. Organizing what professionals know links the relational value--caring for patients--to the knowledge value of practice.