Examining the nature of interprofessional education in primary care settings: a review of the literature (original) (raw)
Related papers
Journal of Interprofessional Care, 2015
With the growth of interprofessional education (IPE) and practice in health professional schools, faculty members are being asked to assume new roles in leading or delivering interprofessional curriculum. Many existing faculty members feel ill-prepared to face the challenges of this curricular innovation. From 2012-2013, University of Missouri -Columbia and University of Washington partnered with six additional academic health centers to pilot a faculty development course to prepare faculty leaders for IPE. Using a variety of techniques, including didactic teaching, small group exercises, immersion participation in interprofessional education, local implementation of new IPE projects, and peer learning, the program positioned each site to successfully introduce an interprofessional innovation. Participating faculty confirmed the value of the program, and suggested that more widespread similar efforts were worthwhile. This guide briefly describes this faculty development program and identifies key lessons learned from the initiative. Peer learning arising from a faculty development community, adaptation of curricula to fit local context, experiential learning, and ongoing coaching/ mentoring, especially as it related to actual participation in IPE activities, were among the key elements of this successful faculty development activity.
Key elements of interprofessional education. Part 2: Factors, processes and outcomes
Journal of Interprofessional Care, 2005
In the second paper of this two part series on Key Elements of Interprofessional Education (IPE), we highlight factors for success in IPE based on a systematic literature review conducted for Health Canada in its ''Interprofessional Education for Patient Centred Practice'' (IECPCP) initiative in Canada (Oandasan et al., 2004). The paper initially discusses micro (individual level) meso (institutional/organizational level) and macro (socio-cultural and political level) factors that can influence the success of an IPE initiative. The discussion provides the infrastructure for the introduction of a proposed framework for educators to utilize in the planning and implementation of an IPE program to enhance a learner's opportunity to become a collaborative practitioner. The paper also discusses key issues related to the evaluation of IPE and its varied outcomes. Lastly, it gives the reader suggestions of outcome measurements that can be used within the proposed IPE framework.
A framework for the design, implementation, and evaluation of interprofessional education
Nurse educator
The growing emphasis on teamwork and care coordination within health care delivery is sparking interest in interprofessional education (IPE) among nursing and health profession faculty. Faculty often lack firsthand IPE experience, which hinders pedagogical reform. This article proposes a theoretically grounded framework for the design, implementation, and evaluation of IPE. Supporting literature and practical advice are interwoven. The proposed framework guides faculty in the successful creation and evaluation of collaborative learning experiences.
Key elements of interprofessional education Part 2: Factors and processes and outcomes
2005
In the second paper of this two part series on Key Elements of Interprofessional Education (IPE), we highlight factors for success in IPE based on a systematic literature review conducted for Health Canada in its ‘‘Interprofessional Education for Patient Centred Practice’ ’ (IECPCP) initiative in Canada (Oandasan et al., 2004). The paper initially discusses micro (individual level) meso (institutional/organizational level) and macro (socio-cultural and political level) factors that can influence the success of an IPE initiative. The discussion provides the infrastructure for the introduction of a proposed framework for educators to utilize in the planning and implementation of an IPE program to enhance a learner’s opportunity to become a collaborative practitioner. The paper also discusses key issues related to the evaluation of IPE and its varied outcomes. Lastly, it gives the reader suggestions of outcome measurements that can be used within the proposed IPE framework.
Challenges and opportunities in interprofessional education and practice
The Lancet, 2022
The Health Policy paper by Julio Frenk and colleagues1 in The Lancet on educating health professionals after the COVID-19 pandemic highlights the post-pandemic learning environment, use of technology to improve learning, interprofessional education (IPE), and lifelong continuing education and training for the health professions. The perpetual shortage and maldistribution of health professionals within complex health systems and unmet population health needs may require innovative approaches for the education of health professionals for effective practice. IPE is an educational approach that could positively influence health-care practices and patient outcomes. With its origins in the 1960s, predominantly in the UK and the USA, IPE has since spread to various regions of the world.2 The application of IPE in different regions and countries varies, ranging from a uniprofessional approach to a seamless incorporation of IPE to the whole learning environment. WHO defines IPE as occasions where students from two or more professions in health and social care learn from, about, and with each other during their education for effective collaboration in future practice.3 The Interprofessional Education Collaborative proposes four essential competencies for IPE: values and ethics, roles and responsibilities, interprofessional communication, and teamwork and team-based care.4 These are predicated on each profession also being trained to a high level of knowledge and skill in its own right.
Theoretical insights into interprofessional education: AMEE Guide No. 62
Medical …, 2012
In this Guide, we support the need for theory in the practice of interprofessional education and highlight a range of theories that can be applied to interprofessional education. We specifically discuss the application of theories that support the social dimensions of interprofessional learning and teaching, choosing by way of illustration the theory of social capital, adult learning theory and a sociological perspective of interprofessional education. We introduce some of the key ideas behind each theory and then apply these to a case study about the development and delivery of interprofessional education for pre-registration healthcare sciences students. We suggest a model that assists with the management of the numerous theories potentially available to the interprofessional educator. In this model, context is central and a range of dimensions are presented for the reader to decide which, when, why and how to use a theory. We also present some practical guidelines of how theories may be translated into tangible curriculum opportunities. Using social capital theory, we show how theory can be used to defend and present the benefits of learning in an interprofessional group. We also show how this theory can guide thinking as to how interprofessional learning networks can best be constructed to achieve these benefits. Using adult learning theories, we explore the rationale and importance of problem solving, facilitation and scaffolding in the design of interprofessional curricula. Finally, from a sociological perspective, using Bernstein's concepts of regions and terrains, we explore the concepts of socialisation as a means of understanding the resistance to interprofessional education sometimes experienced by curriculum developers. We advocate for new, parallel ways of viewing professional knowledge and the development of an interprofessional knowledge terrain that is understood and is contributed to by all practitioners and, importantly, is centred on the needs of the patient or client. Through practical application of theory, we anticipate that our readers will be able to reflect and inform their current habitual practices and develop new and innovative ways of perceiving and developing their interprofessional education practice.
The implementation of interprofessional education: a scoping review
Advances in Health Sciences Education
Introduction Implementation of interprofessional education (IPE) is recognised as challenging, and well-designed programs can have differing levels of success depending on implementation quality. The aim of this review was to summarise the evidence for implementation of IPE, and identify challenges and key lessons to guide faculty in IPE implementation. Methods Five stage scoping review of methodological characteristics, implementation components, challenges and key lessons in primary studies in IPE. Thematic analysis using a framework of micro (teaching), meso (institutional), and macro (systemic) level education factors was used to synthesise challenges and key lessons. Results Twenty-seven primary studies were included in this review. Studies were predominantly descriptive in design and implementation components inconsistently reported. IPE was mostly integrated into curricula, optional, involved group learning, and used combinations of interactive and didactic approaches. Micro ...
Interprofessional education development: A road map for getting there
Open Journal of Nursing, 2013
To improve clinician relationships, the relationship development process is best initiated during health professional education, rather than "refitting" the interrelationship model learned during the health education process. While Interprofessional Education (IPE) has been identified as an effective model to fill the gap for both education and practice, IPE requires moving to an integrative curricular approach with a strong practice component. As a developmental process, IPE implementation faces challenges at every stage. The Interprofessional Education Development: The Roadmap for Getting There article describes the five stages of IPE, discusses important components of creating an IPE culture, suggests strategies for overcoming the challenges for each stage, and describes signs related to achievement of the five developmental stages of IPE.