Aligning practice redesign and interprofessional education to advance triple aim outcomes

Rethinking Health Professions Education Through the Lens of Interprofessional Practice and Education

“…A quick scan of most health professions schools today reveals a collection of siloed health professions educational structures and processes working in parallel to each other to transform independently and to a number of affiliated practice organizations with little dialogue, integration, or collaboration between them (Earnest & Brandt, 2014). A quick scan of most health professions schools today reveals a collection of siloed health professions educational structures and processes working in parallel to each other to transform independently and to a number of affiliated practice organizations with little dialogue, integration, or collaboration between them (Earnest & Brandt, 2014).…”

“…Creativity and new design thinking strategies are needed to incorporate inputs and ideas from many people, particularly patients, families and the learners who stand to benefit most from a new, interdependent learning and practice system (Earnest & Brandt, 2014;Fisher, 2016). Creativity and new design thinking strategies are needed to incorporate inputs and ideas from many people, particularly patients, families and the learners who stand to benefit most from a new, interdependent learning and practice system (Earnest & Brandt, 2014;Fisher, 2016).…”

“…Exemplars of care and educational innovation are rare and the systematic integration of the two-IPE and IPCP-are difficult to find. A quick scan of most health professions schools today reveals a collection of siloed health professions educational structures and processes working in parallel to each other to transform independently and to a number of affiliated practice organizations with little dialogue, integration, or collaboration between them (Earnest & Brandt, 2014). While most IPE scholarship measures student learning and teamwork at the Kirkpatrick lower levels of outcomes (e.g., reaction, attitudes, knowledge and skills) (Brandt & Schmitz, 2017;Walsh et al, 2014), less evidence indicates a positive impact on performance in practice as well as clinical outcomes (Institute of Medicine, 2015).…”

Toward interprofessional learning and education: Mapping common outcomes for prequalifying healthcare professional programs in the United Kingdom

“…In the USA, IPE has been highlighted as one approach to help achieve the "triple aim" of "improving the experience of care, improving the health of the population and reducing per capita healthcare costs" (Berwick et al 2008;Brandt et al 2014;Earnest & Brandt 2014). In Australia, an extensive exercise was undertaken to develop recommendations for IPE and interprofessional practice based on a national approach to IPE curriculum development linked to workforce planning and capacity building using a "four dimensional model of curriculum development" framework (Health Workforce Australia 2013).…”

What is integrated care?

“…While the lexicon describes progressively increasing levels of clinically integrated service capabilities, it does not emphasize the need for integrated services to change the outcomes of those exposed to integrated care. Some integrated care models have been shown to enhance patient and provider satisfaction, improve health, and reduce cost, which are the elements of the ' triple aim ' defi ned by Berwick (Berwick et al, 2008;Earnest & Brandt, 2014). Given the administrative, clinical, and fi nancial support needed to design and implement effective integrated services, there is little reason to do so unless those services are associated with achieving the triple aim.…”