Interprofessional Education and the Clinical Learning Environment: Key Features to Consider (original) (raw)
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Differences in Pre-licensure Interprofessional Learning: Classroom Versus Practice Settings
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Background: Health Canada and Cochrane reviews indicate a need for rigorous outcome testing following interprofessional learning, particularly in practice settings. This led to research questioning whether knowledge, attitudes, perceptions, values, and skills regarding collaborative patient care improve after interprofessional learning in classroom and practice settings based on the degree of exposure to interprofessional learning compared to a control group.
InterProfessional Education Collaborative (IPEC), The University of New England
Journal of allied health, 2010
The University of New England includes more than a dozen health or health related programs within its colleges of Health Professions, Osteopathic Medicine, Pharmacy, Arts and Sciences, School of Public Health, and a soon to be founded College of Dental Medicine. For more than a decade, the Westbrook College of Health Professions has integrated interprofessional education into its programs. Early successes included extra-curricular programming such as seminars, symposia, a film series, research and scholarship days, interprofessional grand rounds, and cultural immersion experiences.
12 tips for developing inter-professional education (IPE) in healthcare
MedEdPublish, 2019
This article was migrated. The article was marked as recommended. As healthcare increases in complexity there is growing awareness that interprofessional teamwork underpins safe and effective care delivery. However, in order to collaborate in interprofessional teams, health professionals must also train in them. Despite increasing interest in IPE amongst healthcare educators, and positive comments from students, barriers to its implementation remain. The authors of this article come from different healthcare professions and have overcome the challenges of developing IPE to devise several successful activities. This article outlines the educational benefits of IPE and provides guidance for surmounting obstacles to its implementation, supported by examples from our own experience.
SIAST Interprofessional Education (IPE) Curriculum Implementation Plan 2013
Executive summary Interprofessional Education [IPE] is defined as two or more students from differing professional programs learning with, from and about each other; recognizing that the term ‘professional’ is a wide, inclusive concept (CAIPE, 2002). Over the last decade in Saskatchewan, numerous projects have received funding to assess, create, deliver and evaluate IPE experiences both pre and post licensure. With the goal of sustaining those initiatives and matched grant funding from the Interprofessional Health Collaborative of Saskatchewan [IHCS], the purpose of this project was to support development and implementation of IPE into Saskatchewan Institute of Applied Science and Technology [SIAST] health science program curricula. Of 30 Nursing and Science & Health programs, 11 were chosen to participate in the SIAST IPE Curriculum implementation project: Continuing Care Assistant (CCA), Dental Hygiene (DH), Medical Laboratory Technology (MLT), Medical Radiologic Technology (MRT),...
Journal of Interprofessional Care, 2019
Interprofessional education (IPE) and interprofessional collaborative practice (ICP) are essential to achieving high-quality patient care. Leading IPE/ICP requires training in new knowledge and skills that most health professions faculty and clinicians lack. To guide this training, the Interprofessional Education Collaborative (IPEC) defined interprofessional collaboration through four core competencies: (a) Values/ Ethics for Interprofessional Practice, (b) Roles/Responsibilities, (c) Interprofessional Communication, and (d) Teams and Teamwork. For IPE/ICP training to be effective, it is necessary to identify new educational models that provide an operational framework for these competencies. The University of Virginia (UVA) ASPIRE Model is a new paradigm for developing IPE/ICP educational experiences. It was created by mapping the IPEC competencies to three overlapping curricular content areas: (a) Practical Tools, (b) Leadership, and (c) Relational Factors. This model shows the relationship among the four IPEC core competencies and corresponding sub-competency statements and their inclusion in one or more of these three curricular content areas. The UVA ASPIRE Model was empirically tested as an approach to provide IPE/ICP training through "real-world" application for clinicians and faculty participating in an intensive team development program. Positive evaluations and improved capabilities of learners to apply their new knowledge and skills to solving real-world clinical challenges revealed that the UVA ASPIRE Model is an effective approach to embed the IPEC competencies in the design of IPE/ICP educational activities.
The effectiveness of interprofessional education: Key findings from a new systematic review
Journal of Interprofessional Care, 2010
This study is to develop an interprofessional education (IPE) program for medical, nursing, and pharmacy students and to analyze the effectiveness. Methods: Subjects consisted of 116 students (41 medical, 46 nursing, and 29 pharmacy students) enrolled in their final year. Subjects were randomly assigned to either the intervention group or the control group, with 58 in each group. A pretest-posttest control group design was used. The program was operated for a single day, and consisted of small-group activities and role-play. We utilized the following tools: Perceptions towards Interprofessional Education (PIPE), Self-Efficacy for Interprofessional Experiential Learning (SEIEL), and Perception towards Interprofessional Competency (PIC). We used t-test and analysis of covariance for analysis. Results: The PIPE tool revealed that the scores of the intervention group were significantly higher than those of the control group (p=0.000). The result was the same when the scores were categorized into the groups medical students (p=0.001), nursing students (p=0.000), and pharmacy students (p=0.005). The SEIEL study also indicated the intervention group scored significantly higher than the control group (p=0.000). However, pharmacy students did not reveal significant (p=0.983). The intervention group scored significantly higher than the control group in the PIC. A concluding survey of the intervention group indicated that most students were satisfied with the IPE program. Conclusion: We hope this study will provide useful information for designing and improving IPE programs in other universities.
Interprofessional Education at UON: PebblePad and IPe-Cahoots
2020
Interprofessional Education (IPE) was conceived by a World Health Organisation (WHO) Expert Committee on Continuing Education for Physicians in Geneva in 1973 (WHO, 1973). Professional and regulatory bodies in the United Kingdom (UK) state IPE is fundamental in preparing Health, Education and Social Care students to join a multi professional/multi agency workforce on completion of their studies (Health and Care Professions Council (HCPC), 2017; Nursing and Midwifery Council (NMC), 2018; Social Work England (SWE), 2019). The HCPC states that programmes of study “must ensure that learners are able to learn with, and from, professionals and learners in other relevant professions” (HCPC, 2017, p.35). The NMC states that they “will only approve programmes where the learning culture is ethical, open and honest, is conducive to safe and effective learning that respects the principles of equality and diversity, and where innovation, interprofessional learning and team working are embedded” ...
Journal of Interprofessional Care, 2005
This paper is the first of two that highlights key elements needed for consideration in the planning and implementation of interprofessional educational (IPE) interventions at both the pre and postlicensure qualification education levels. There is still much to be learned about the pedagogical constructs related to IPE. Part 1 of this series discusses the learning context for IPE and considers questions related to the ''who, what, where, when and how'' related to IPE. Through a systematic literature review that was conducted for Health Canada in its move to advance Interprofessional Education for Patient Centred Practice (IECPCP), this paper provides background information that can be helpful for those involved in an interprofessional initiative. A historical review of IPE sets the international context for this area and reflects the work that has been done and is currently being initiated and implemented to advance IPE for health professional students. Much can be learned from the literature related to the pedagogical approaches that have been tried and the issues that need to be addressed related to the learner, the educator and the learning context which this paper examines.