Interprofessional education in U.S. and Canadian dental schools: an ADEA Team Study Group report
The state of interprofessional education (IPE) in U.S. and Canadian dental schools was studied by the American Dental Education Association (ADEA) Team Study Group on Interprofessional Education. The study group reviewed the pertinent IPE literature, examined IPE competencies for dental students, surveyed U.S. and Canadian dental schools to determine the current and planned status of IPE activities, and identified best practices.
Interprofessional education in action: the VA Quality Scholars fellowship program
Although there are many examples of interprofessional education activities that focus on quality and safety, few include longitudinal experiences of teams working together over time. One exception is the Veterans Affairs Quality Scholars (VAQS) fellowship program. This article describes the integration of interprofessional education into the VAQS fellowship program, offers 2 examples of interprofessional projects conducted by the fellows, and discusses the VAQS program as a model for others to consider in developing interprofessional training programs in safety and quality improvement.
Interprofessional and integrated care of the elderly in a family health team
PROBLEM ADDRESSED:
Family physicians provide most of the care for the frail elderly population, but many challenges and barriers can lead to difficulties with fragmented, ineffective, and inefficient services.
OBJECTIVE OF PROGRAM:
To improve the quality, efficiency, and coordination of care for the frail elderly living in the community and to enhance geriatric and interprofessional skills for providers and learners.
PROGRAM DESCRIPTION:
Practice development: implementing a change of practice as a team
Practice development (PD), as a framework for multiprofessional working, has immense potential, specifically within change management and the clinical governance agenda. It has been acknowledged as a vehicle for 'continuous improvement'. This article discusses PD through collaborative working using the example of a case study on change of practice in falls reduction within a localised community setting. The process is underpinned by a PD framework and facilitated by leaders of PD within a university setting.
Healthy ager: an interprofessional, service-learning, town-and-gown partnership
Healthy Ager, an interprofessional service-learning clinical experience for health professions students, is a semester-long program of wellness and falls prevention for community-dwelling older adults. It provides a foundation for competency in geriatrics for students in nursing, physical therapy, social work, and communications disorders. Such interprofessional education is recommended by the Institute of Medicine.
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/22860478
Educational program in crisis management for cardiac surgery teams including high realism simulation
INTRODUCTION:
Cardiac surgery demands effective teamwork for safe, high-quality care. The objective of this pilot study was to develop a comprehensive program to sharpen performance of experienced cardiac surgical teams in acute crisis management.
METHODS:
A program design for full integration and assessment of clinically relevant interprofessional education into the clinical/clerkship year for nursing and medical students
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/22316230
Code blue challenge: let the extracurricular interprofessional games begin
PubMed URL: http://www.ncbi.nlm.nih.gov/pubmed/22276581
Building capacity for interprofessional practice
BACKGROUND:
Evidence indicates that professional development focused on collaborative practice can improve the quality of care and patient outcomes in specific populations. However, current educational knowledge does not include how to teach professionals to provide interprofessional collaborative care.
METHODS:
Transcultural healthcare immersion: a unique interprofessional experience poised to influence collaborative practice in cultural settings
OBJECTIVE: This paper describes a model for interprofessional and transcultural learning established by the author and supported by the University of New England and Ghana Health Mission, Inc. The model for interprofessional immersion in cultural settings represents a guiding framework predicated on a conceptual "brick and mortar" process for building cultural proficiency among individuals and within teams. It encompasses social, clinical and behavioral components (brick) and personal desire, cultural humility and values (mortar).