Interprofessional Education: A Review and Analysis of Programs From Three Academic Health Centers

Western University of Health Sciences, Pomona, CA 91766, USA.
Academic medicine: journal of the Association of American Medical Colleges (Impact Factor: 3.47). 05/2012; 87(7):949-55. DOI: 10.1097/ACM.0b013e3182583374
Source: PubMed

ABSTRACT The past decade witnessed momentum toward redesigning the U.S. health care system with the intent to improve quality of care. To achieve and sustain this change, health professions education must likewise reform to prepare future practitioners to optimize their ability to participate in the new paradigm of health care delivery. Recognizing that interprofessional education (IPE) is gaining momentum as a crucial aspect of health care professions training, this article provides an introduction to IPE programs from three different academic health centers, which were developed and implemented to train health care practitioners who provide patient-centered, collaborative care. The three participating programs are briefly described, as well as the processes and some lessons learned that were critical in the process of adopting IPE programs in their respective institutions. Critical aspects of each program are described to allow comparison of the critical building blocks for developing an IPE program. Among those building blocks, the authors present information on the planning processes of the different institutions, the competencies that each program aims to instill in the graduates, the snapshot of the three curricular models, and the assessment strategies used by each institution. The authors conclude by providing details that may provide insight for academic institutions considering implementation of IPE programs.

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    • "The benefits of IPE amongst health professionals are well documented (Barr, Koppel, Reeves, Hammick, & Freeth, 2005) and there is evidence of the positive effects of IPE on healthcare outcomes (Reeves et al., 2013). However, while several requirements have been identified as essential for the successful implementation of IPE, including support and budgetary resources, creation of an academic calendar and a requirement for the participation of all healthcare programs (Aston et al., 2012), implementation of IPE remains an activity where local contextual differences result in a poor idea of the width of implementation issues which may affect the successful adoption of this type of education. This report describes the development and content of such initiatives in the early stages of development at the University of California, Davis (UCD). "
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