The implementation of interprofessional education: a scoping review (original) (raw)
Related papers
Interprofessional education: an overview of key developments in the past three decades
Work (Reading, Mass.), 2012
This paper provides an overview of key developments of interprofessional education (IPE) in relation to its evolution over the past 30 years. A narrative review of the salient IPE literature was undertaken to generate key source materials for this paper. Results are presented in four sections that focus on describing and discussing: the emergence of IPE, different learning/teaching approaches; the evidence base for IPE; organizational elements. In addition, to help illustrate these developments, we offer a case example of the work currently being undertaken at our own institution, with a focus on how various IPE developments have been integrated into our organizational priorities. Based on the results presented, a series of key conclusions for the future development and implications of IPE are outlined.
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.
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.
Focus on Health Professional Education: A Multi-Professional Journal
Introduction: Evidence-based teaching and learning strategies should underpin any educational activity. This is particularly important for interprofessional education (IPE) activities, where there is an expectation that healthcare professions are taught using best available evidence. There is a research–practice gap that this review aims to address by using the current evidence to develop recommendations regarding optimal design components to better inform faculty who design IPE. Methods: A five-stage scoping review was conducted. Methodological characteristics and IPE design components of primary and review studies were extracted. Three important components of design—participants (level and stage of progression, discipline type and number, group size and ratios), learning constructs (theories, frameworks, learning objectives) and learning approaches (exchange, observation, action, simulation and practice)—were reviewed to develop recommendations regarding effective design. Results:...
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.
Taking the long view: Exploring the development of interprofessional education
2013
" Interprofessional education (IPE) in health and social care has been well documented regarding student outcomes. Less has been written from the perspective of those who actually developed IPE. This study explores IPE within the context of a university partnership working with service providers in Southwest London (UK). We focused on the experiences and perspectives of 19 key players who were interviewed about the inception, implementation and development of IPE over 15 years. Our aim was to understand their views of IPE and its evolution over time. Interviewees provided different understandings of IPE, as well as contrasting views regarding its purpose and optimum delivery. Problems such as lack of central planning and the logistics of implementation were also discussed. Paradoxically, however, the participants highlighted positive outcomes and conveyed optimistic messages for the future. Despite various challenges and setbacks, a strong belief in the importance of IPE and a commitment to carrying it through were strong motivators contributing to finding solutions, as were building trust and positive relationships across professional and disciplinary boundaries "
Interprofessional Education and Practice Guide No. 3: Evaluating interprofessional education.
Abstract We have witnessed an ongoing increase in the publication of evaluation work aimed at measuring the processes and outcomes related to a range of interprofessional education (IPE) activities and initiatives. Systematic reviews of IPE have, however, suggested that while the quality of evaluation studies is improving, there continues to be a number of empirical weaknesses with this work. In an effort to enhance the quality of IPE evaluation studies, this guide provides a series of ideas and suggestions about how to undertake a robust evaluation of an IPE event. The guide presents a series of key lessons for colleagues to help them undertake a good quality IPE evaluation, covering a range of methodological, practical and ethical issues. These include: the formation of evaluation questions, use of evaluation models and theoretical perspectives, advice about the selection of qualitative, quantitative and mixed methods evaluation designs, managing evaluation resources, and ideas about disseminating evaluation results to the broader IPE community. It is anticipated that this guide will assist IPE colleagues in undertaking high-quality evaluation in order to provide valuable evidence for different stakeholders, and also help inform the scholarly knowledge for the interprofessional field.