Interprofessional Education: Fad or Imperative

Poirier, Therese I.; Wilhelm, Miranda

doi:10.5688/ajpe77468

Cited by 15 publications

(15 citation statements)

References 5 publications

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“…The second recommendation outlined a plan for faculty development in a summit conference to help create uniform definition and understanding of IPE, promote networking and collaboration for new IPE initiatives, and showcase contemporary educational trends and/or pedagogic approaches. Similar faculty development seminars described by Poirier [22] and Anderson [24] note that these forums are most valued for their opportunity to exchange ideas and explore various opportunities for collaboration, address teaching and learning barriers that exist at both individual and organizational levels. Additionally, faculty gain knowledge needed to design and implement effective IPE experiences.…”

Section: Our Early Experience With Ipementioning

confidence: 99%

“…Resistance among faculty may be due to implementation challenges and increasing time commitment thus moving IPE lower on the list of priorities. There may be a misconception that interprofessional education is already occurring, for example, in the form of interdisciplinary rounds in acute care settings [23]. However, these teams are form temporarily to address patient care needs.…”

Section: Challenges-academic Accreditation Students and Educatorsmentioning

confidence: 99%

“…The third area of challenge is in the educators understanding and attitude towards IPE [23]. Resistance among faculty may be due to implementation challenges and increasing time commitment thus moving IPE lower on the list of priorities.…”

Section: Challenges-academic Accreditation Students and Educatorsmentioning

confidence: 99%

“…Layering the understanding of other professions' roles adds to an already complex process. Additionally, comparable levels of knowledge and skills need to be matched across professions [23,24]. A more senior level student will outperform more novice students, but assumptions of grouping all first year professional students may be incorrect.…”

Section: Challenges-academic Accreditation Students and Educatorsmentioning

confidence: 99%

“…Mapping of each professions curriculum will help to assess compatible skills when deciding upon the level(s) of students to group together. Careful thought to the outcomes/goals of the IPE exercise should focus on the values of the four core IPCP competencies as opposed to being content driven [23].…”

Section: Challenges-academic Accreditation Students and Educatorsmentioning

confidence: 99%

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Shifting the Paradigm for Interprofessional Healthcare Education: Linking Academia and Health Care Systems

2015

J Pharma Care Health Sys

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Changes in practice and the health care delivery system must be linked to health care education reform. Stimulated by the 2013 Affordable Care Act, the Josiah Macy, Jr. Foundation, published their conference recommendations to support the fact that rapid health care delivery redesign is not matching the pace of health professional education reform. Interprofessional education (IPE) is defined as a planned experience for learners for more than one discipline that includes direct instruction (eg. didactics, seminars, workshops) and/or a clinical experience in interprofessional care. IPE is a necessary step for health care professional students to prepare to practice in an Interprofesssional Collaborative Practice (IPCP) model. The 2011 IPCP expert panel report recommends that IPE training should occur in four core competencies that include 1) values and ethics; 2) roles/responsibilities; 3) interprofessional communication and 4) teams and teamwork. Two additional domains include patient/client/family/communitycentered care and interprofessional conflict resolution, a subset of interprofessional communication. This paper offers commentary/perspective on major challenges in IPE that include uniformity of health care professions in their accreditation standards, challenges posed by the diversity of student health professional training, and the need for faculty development in program implementation. Although there are examples of mature and well-defined IPE programs across the country, the University of Hawaii's early experience most likely reflects the status of most programs across the country. Description of an interprofessional work group tasked with developing a strategic plan and an early pilot project that includes key challenges of distance and geography are superficially described. A partnership between academia, two large health systems and the largest Blue Cross/Blue Shield in Hawai'i provide opportunity for collaboration and linking health care reform synchronously with education advances in IPE.

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Section: Our Early Experience With Ipementioning

confidence: 99%

Section: Challenges-academic Accreditation Students and Educatorsmentioning

confidence: 99%

Section: Challenges-academic Accreditation Students and Educatorsmentioning

confidence: 99%

Section: Challenges-academic Accreditation Students and Educatorsmentioning

confidence: 99%

Section: Challenges-academic Accreditation Students and Educatorsmentioning

confidence: 99%

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Shifting the Paradigm for Interprofessional Healthcare Education: Linking Academia and Health Care Systems

2015

J Pharma Care Health Sys

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Forces driving change in pharmacy education: Opportunities to take academic, social, technological, economic, and political into the future

Rhoney¹,

Singleton²,

Nelson³

et al. 2021

J Am Coll Clin Pharm

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In pharmacy education, we are experiencing the “new normal” after an “inflection point” along with a host of other overused phrases. Yet, without doubt, there is pressing need to reconsider what was once standard operating procedure. When an inflection point is viewed as opportunity, it sparks a strategic boom. Indeed, the confluence of threats and opportunities caused—or revealed—by the COVID‐19 pandemic is setting the stage for an acceleration of change in professional education. In this paper, we investigate the motivations and approaches to accelerate needed change in pharmacy education. Though prompted by the demand for rapid restructuring in response to the COVID‐19 pandemic, these ideas transcend any one driver. We argue that now is the time to disrupt current practices through innovation leading to new educational models and present sample solutions. We consider academic, social, technological, economic, and political (ASTEP) forces driving the imperative to educational change.

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Framing Interprofessional Ethics Cases

Spike

Lunstroth

2016

SpringerBriefs in Ethics

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Interprofessional Education: Fad or Imperative

Cited by 15 publications

References 5 publications

Shifting the Paradigm for Interprofessional Healthcare Education: Linking Academia and Health Care Systems

Shifting the Paradigm for Interprofessional Healthcare Education: Linking Academia and Health Care Systems

Forces driving change in pharmacy education: Opportunities to take academic, social, technological, economic, and political into the future

Framing Interprofessional Ethics Cases

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