A regional model of interprofessional education

Abstract

This paper describes the innovative features of the first regional model of interprofessional education (IPE) in the US, developed by The Commonwealth Medical College, Scranton, PA, USA, as a new, independent, community-based medical school in northeastern Pennsylvania. Essential educational components include collaborative care seminars, interprofessional sessions, simulations, live web-based seminars and newly innovative virtual environment interactive exercises. All of these elements are being integrated into the curricula of 14 undergraduate and allied professional schools, and three graduate medical education programs located in the region. Activities incorporate simulation, standardized patients, student leadership, and faculty and student facilitation. As this new regional model of interprofessional education is fully implemented, its impact will be assessed using both quantitative and qualitative outcomes measurements. Appropriate ongoing modifications to the model will be made to ensure improvement and further applicability to collaborative learning.

Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review

“…Most studies focussed on IPE program aims, design, origin, nature, context, implementation mechanism, conclusion, and ethical considerations. The quality criteria related to sampling, data collection, data analysis, and results were not applicable in more than half of the studies [ 45 – 49 , 54 – 57 ]. Ten of the studies did not mention whether the IPE program was supported financially [ 30 , 47 – 49 , 51 , 54 – 58 ].…”

“…The quality criteria related to sampling, data collection, data analysis, and results were not applicable in more than half of the studies [ 45 – 49 , 54 – 57 ]. Ten of the studies did not mention whether the IPE program was supported financially [ 30 , 47 – 49 , 51 , 54 – 58 ]. Finally, in 14 studies, the authors did not state whether any conflicts of interest existed [ 30 , 45 – 51 , 53 – 57 ].…”

“… Pardue K. (2013) [ 48 ] Level 4a Change in organizational practice: Introduction of innovative undergraduate IPE curriculum. Olenick et al (2011) [ 49 ] Level 4a Change in organizational practice: Regional IPE model integrated into the curricula of 14 different health professional schools. Bilodeau et al (2010) [ 50 ] Level 4a Change in organizational practice: Development of integrated IPE training program.…”

“…The studies included represent countries from Western, Asian, and African populations. Of the 16 studies, five were from the USA [ 30 , 48 , 49 , 55 , 58 ], four from Canada [ 45 , 47 , 50 , 54 ], two from Switzerland [ 1 , 56 ], one from Spain [ 52 ], one from the UK [ 46 ], one from the Netherlands [ 51 ], one from Japan [ 53 ] and one from South Africa [ 57 ]. According to the synthesized evidence, a combination of at least two teaching and learning approaches was used to deliver IPE, as shown in Additional file 6 .…”

“…According to the synthesized evidence, a combination of at least two teaching and learning approaches was used to deliver IPE, as shown in Additional file 6 . The findings showed that of all the teaching and learning approaches, simulation-based education [ 1 , 46 , 48 – 50 , 55 , 56 , 58 ], e-learning [ 30 , 46 , 47 , 49 , 50 , 54 , 56 , 57 ] and PBL [ 48 , 49 , 51 , 53 , 57 , 58 ] were the most prevalent approaches implemented to deliver IPE. Manikin-based simulation was used in three studies [ 46 , 55 , 58 ], standardized patient simulation was utilized in two studies [ 1 , 49 ], skills training simulation was applied in two studies [ 48 , 56 ], and one study did not indicate type of simulation used [ 50 ].…”