Interprofessional education development: not for the faint of heart

Abstract

Interprofessional education (IPE) has the potential to improve communication, collaboration and coordination of care, leading to improved health care outcomes. Promoting IPE has become an aim for many professional schools. However, there are challenges to implementing meaningful curricula that involve multiple health care professional schools. In this study, we outline 12 lessons learned when designing and implementing an Interprofessional Longitudinal Clinical Experience (ILCE) for 247 students from a School of Nursing, Medicine and Physician Associate Program in New England. Lessons learned over 4 years include pilot, evaluate and refine projects; create a formal interprofessional organizational structure; involve faculty who are passionate ambassadors for IPE; procure and maintain financial support; recognize power struggles and bias; overcome logistical conundrums to realize common goals, secure clinical sites and prepare IPE coaches; expect there will always be another hurdle; do not go it alone; recruit experts; recognize role differentiation and similarities; be aware of fragility of students and faculty and collect data to assess, evaluate, improve and gain buy-in. We were able to successfully implement a large program for students from three different health care professional schools that takes place in the clinical setting with faculty coaches, patients and their families. We hope that the lessons learned can be instructive to those considering a similar effort.

Development and implementation of a COVID-19 Vaccine and Pandemic Planning course: An interprofessional education approach

“…For example, IPE efforts that include multiple programs should consider content applicability for included professions, various course loads, potential credit restrictions, and clinical rotation schedules (if applicable) by semester or year for each program during the activity planning phase. 5 , 6 This knowledge has implications for course development and potential course success when including multiple health science programs. 7 , 8 Second, the number of students that dropped or did not complete the course could be attributed to the timing of when the course was offered and the course format.…”

Students’ and Academic Staffs’ Perspectives on an Interprofessional Education Model

“…Analisis data dilakukan secara tematik analisis. Hasil: Ada empat tema tentang persepsi mahasiswa dan dosen tentang kolaborasi: (1) komunikasi interprofesi, (2) peran tiap profesi, (3) model pembelajaran IPE, (4) Kata kunci: pendidikan interprofesi, kolaborasi, persepsi, mahasiswa kebidanan, mahasiswa kedokteran, dosen BACKGROUND Practically, professional health will not work individually however in a group which consists of some related professionals, such as medical doctors, nurses, midwife, pharmacists, radiographers, occupation therapists, psychologists, etc. Those professions were collaborating with many motives such as the impact of diseases complexity, improving health care quality, and upgrading health education.…”

“…The unfamiliarity of health profession worker in collaboration caused by at their educational period, they never exposed with collaboration between health professionals in their curriculum. 2 Interprofessional Education is a concept that developed to find a solution for problems on interprofessional collaboration. IPE can be defined as, 'students from two or more professions learning about, from, and with each other to enable effective collaboration and improve health outcomes.…”

“…Learning outcome expected from IPE learning such as students understanding about values and ethics of professional practice, role and responsibility each profession, communication between profession and effective participation on health professional team. 2 In a fact, medical and health professions' education these days endure their own profession curriculums, although those professions implement the education profession at the same hospital education. The education which is implemented separately, so possible can cause the difficulties when the university students graduate and work.…”

“…In the development of the IPE curriculum it is necessary to consider the following, among other things, the necessity of piloting and determining the most appropriate curriculum, establishing a formal organizational structure, institutional support, preparing educators, adequate infrastructure, recognizing challenges and barriers, recognizing commonalities and differences, accommodate student concerns, and develop appropriate assessments. 2 A research in Canada explores the perception of students about IPE implementation. IPE in Toronto Canada is developed on seven professions that are medical, nursery, occupant therapist, pharmacy, physiotherapy, social workers, and speech-language pathology.…”