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: 2.93). 05/2012; 87(7):949-55. DOI: 10.1097/ACM.0b013e3182583374
Source: PubMed


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 aim of IPE is to improve effectiveness of patient care, stakeholders' perception of care, and teamwork skills (Barr et al., 2005; Thistlethwaite, 2012). According to Aston et al. (2012) IPE fosters student-centered learning rather than an instructor-centered teaching. In addition, IPE also helps to create a more positive work environment for professionals, modify negative attitudes and perceptions, address issues regarding miscommunication, reduce stress, and improve patient services (Barr et al., 2005). "
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    ABSTRACT: Purpose – Interprofessional education (IPE) is a method to create an environment that fosters interprofessional communication, understanding the roles and responsibilities of each profession, learning the skills to organize and communicate information for patients, families and members of the health care team. Providing IPE to health professional students can prepare them in the workforce to have the necessary skills to function in a collaborative practice ready environment. The purpose of this paper is to demonstrate the methods used in developing IPE curriculum, faculty training as debriefers/ facilitators, identify learning objectives and outcomes. Design/methodology/approach – The faculty and student surveys utilized a Likert scale. Learning objectives for the student survey assessed learning objective including communication of roles and responsibilities, communication and organization of information, engagement of other health professions (HP) in shared patient-centered problem solving, interprofessional assessment of patient status, and preparation of patients from transition of care to home. The faculty survey assessed faculty experience levels in IPE, role as facilitator/debriefer, and future needs for sustainability of the program.
    Full-text · Article · Sep 2015
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    • "The Core Competencies for Interprofessional Collaborative Practice sponsored by the Interprofessional Educational Collaborative (Interprofessional Education Collaborative Expert Panel, 2011) has refocused healthcare education's attention on interprofessional education (IPE) and practice. As a result, many health professional training programs are developing curricula to improve the quantity and quality of interprofessional (IP) experiences (Aston et al., 2012; McNair, 2005), including training in IP communication and teamwork. "

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    • "Conclusion Hospitals are structured to provide opportunities for clinical care and education for patients, along with clinical education and training of future and current health care providers (Aston et al., 2012) within an environment in which research and innovation are core activities. Hospital administrators are expected to encourage and support knowledge translation and exchange activities, such as translating new knowledge into cost-effective best practices, developing new frameworks for delivering optimal care and innovating interventions and medications to improve treatments and health outcomes (Oborn et al., 2013; Sox, 2011). "
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    ABSTRACT: Hospital leaders are being challenged to become more consumer-oriented, more interprofessional in their approach to care and more focused on outcome measures and continuous quality improvement. The concept of the learning organization could provide the conceptual framework necessary for understanding and addressing these various challenges in a systematic way. The paper aims to discuss these issues. A scan of the literature reveals that this concept has been applied to hospitals and other health care institutions, but it is not known to what extent this concept has been linked to hospitals and with what outcomes. To bridge this gap, the question of whether learning organizations are the answer to improving hospital care needs to be considered. Hospitals are knowledge-intensive organizations in that there is a need for constant updating of the best available evidence and the latest medical techniques. It is widely acknowledged that learning may become the only sustainable competitive advantage for organizations, including hospitals. With the increased demand for accountability for quality care, fiscal responsibility and positive patient outcomes, exploring hospitals as learning organizations is timely and highly relevant to senior hospital administrators responsible for integrating best practices, interprofessional care and quality improvement as a primary means of achieving these outcomes. To date, there is a dearth of research on hospitals as learning organizations as it relates to improving hospital care.
    Full-text · Article · Nov 2014 · Journal of Health Organisation and Management
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