Perceived Benefits and Challenges of Interprofessional Education Based on a Multidisciplinary Faculty Member Survey (original) (raw)
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Journal of Interprofessional Education & Practice, 2016
Background-Enhanced patient outcomes and accreditation criteria have led schools to integrate interprofessional education (IPE). While several studies describe IPE curricula at individual institutions, few examine practices across multiple institutions. Purpose-To examine the IPE integration at different institutions and determine gaps where there is potential for improvement. Method-In this mixed methods study, we obtained survey results from 16 U.S. medical schools, 14 of which reported IPE activities.
Journal of Interprofessional Care, 2013
The benefits of interprofessional education (IPE) amongst health professionals are well documented, however, the implementation of interprofessional initiatives across the United States (US) is inconsistent. This report describes the development and content of a number of IPE initiatives that are in the early stages of development and implementation at the University of California, Davis, US. The article describes several important factors that were found to be necessary for the initial implementation of these IPE initiatives. Evaluation data from these initiatives, which is providing a range of positive outcomes, is also presented and discussed in relation to the wider IPE literature.
The International Journal of Tropical Veterinary and Biomedical Research, 2019
Interprofessional Education (IPE) is considered an educational strategy that has potential benefit for improving teamwork and collaboration in practice, leading to improved patient outcomes. As the development and implementation of curricula that integrate IPE requires significant resources, its adoption should be based on evidence of effectiveness. The purpose of this literature review is to identify what constitutes effective interprofessional education amongst health related disciplines. A literature search was conducted using Science Direct, BMC, Elsevier and Joint Commission Journal for the years 2009-2018. A total of 15 studies met the established inclusion criteria. The use of IPE among health related disciplines is one effective way to solve several problems, and its particularly improves patient safety. What constitutes effective interprofessional education amongst health related disciplines are possibly viewed from some aspects, such as efficiency, effectiveness, learning ...
Health, Interprofessional Practice and Education
PURPOSE Health professions programs have increasingly incorporated interprofessional education (IPE) and interprofessional collaborative practice (IPCP) into their curricula, but barriers exist, including a lack of faculty understanding and buy-in. It is important for faculty to see the value of IPE and IPCP and to have equivalent baseline knowledge to train students of all health professions from first year to graduation and beyond. METHODS An interprofessional team of faculty from four institutions in central Washington engaged health professionals in a professional development program to foster role models in interprofessional collaboration for health professions students. This research explored the impact of attending a structured interactive professional development program on increasing knowledge and value of IPE. Pre-and post-program surveys were administered to health professionals who attended a 3-hour interprofessional faculty development program. RESULTS The interprofessional program was associated with increased knowledge and value of IPE, as well as greater understanding and appreciation for tools available for IPE facilitation. Participating in this interprofessional program increases knowledge and value of IPE in the Washington health care professional community. CONCLUSION This program may serve as a model for shifting cultures and views of IPE at other institutions committed to breaking down barriers associated with IPE and IPCP.
Promoting interprofessional education
Nursing Outlook, 2007
The work of the Institute of Medicine and others has clearly demonstrated that when healthcare professionals understand each others' roles and are able to communicate and work effectively together, patients are more likely to receive safe, quality care. Currently, there are few opportunities to bring faculty and students in pre-licensure programs from multiple disciplines together for the purpose of learning together about each others' roles, and practicing collaboration and teamwork. Designing and implementing interprofessional education offerings is challenging. Course scheduling, faculty interest and expertise in interprofessional education (IPE), a culture of IPE among faculty and students, and institutional policies for sharing course credit among schools are just a few of the challenges. This article explores the concept of IPE, and how faculty in schools of nursing might take the lead to work with colleagues in other health profession schools to prepare graduates to understand each others' roles, and the importance of teamwork, communication, and collaboration to the delivery of high quality, safe patient care.
Journal of Interprofessional Care, 2014
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.
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.