Keys to Successful Implementation of Interprofessional Education: Learning Location, Faculty Development, and Curricular Themes

Buring, Shauna M.; Bhushan, Alok; Brazeau, Gayle A.; Conway, Susan E.; Hansen, Laura B.; Westberg, Sarah M.

doi:10.5688/aj730460

Cited by 95 publications

(74 citation statements)

References 23 publications

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“…Although this proposal did not specifically address the importance of teamwork in leadership, integration of service resources has the potential to help alleviate work-life stressors, an area identified by junior faculty as a concern by other studies (Conklin & Desselle, 2007;Fuller, et al, 2008). Buring, Bhushan, Brazeau, Conway, Hansen, and Westberg (2009) identified faculty leadership development as a necessary skill set rather than another faculty responsibility. While a specific roadmap for a successful transition into academic or more administrative responsibilities for senior academicians is not currently available, recognition of targeted activities with defined goals and outcomes as a tool for faculty leadership development in academic settings was discussed.…”

Section: Literature Reviewmentioning

confidence: 99%

Application of Leadership Strategies Secondary to a Book Review

Brahm

Kissack²,

Grace³

et al. 2012

JCT

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Purpose: Two-fold: [1] To evaluate available literature describing leadership management techniques and how these techniques can be used for pharmacy faculty transitioning into new academic roles and [2] To evaluate a leadership program and how it can be applied to the individual to enhance leadership skills. Methods: Literature related to pharmacist development was evaluated and a book review with a corresponding workbook was completed. Faculty members from three colleges of pharmacy participated in a focus group session. Response confidentially was maintained. This project was approved by a university institutional review board. Results: All study group members (4) participated in the focus group. Two overarching themes were unanimously identified regarding implementation of this process. The first theme was time commitment. The second was trust. These were considered essential to the team-building process. As a secondary outcome, the dynamic process of team building was acknowledged. All focus group members were pleased with the use of the book and workbook as learning tools. Conclusions: Participants expressed satisfaction with the materials used, information covered, and learning experience. They suggested additional strategies for implementation into a variety of settings, offered suggestions for future studies, and requested additional collaboration in this area.

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Section: Literature Reviewmentioning

confidence: 99%

Application of Leadership Strategies Secondary to a Book Review

Brahm

Kissack²,

Grace³

et al. 2012

JCT

View full text Add to dashboard Cite

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“…112,113 The Iowa Center for Pharmaceutical Care partnered college faculty and resources with a state professional organization to advance patient care service provision in a variety of practice settings with the stipulation the sites would later agree to become experiential sites for the involved colleges. 114 Other examples of experiential education partnerships have had provided a positive influence on developing IPPE perceptions 115 and initiatives 116,117,118,119,120 as well as public health and patient outcomes. 121 When exploring partnerships for alignment with practice partners and the community, it is imperative that colleges/ schools of pharmacy work on programs and initiatives that will benefit everyone involved -it is often best to approach a potential partner with questions such as "What do you need?"…”

Section: Academic Pharmacy Commitment To Local Health Needs and Sociamentioning

confidence: 99%

Report of the 2014-2015 Professional Affairs Standing Committee: Producing Practice-Ready Pharmacy Graduates in an Era of Value-Based Health Care

Taylor

Adams

Albert

et al. 2015

American Journal of Pharmaceutical Education

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“…8,9,[13][14][15] Standard 12 of the Accreditation Council for Pharmacy Education's 2012 Accreditation Standards and Guidelines places a strong emphasis on interprofessional education. 16 The degree to which IPE is incorporated into the pharmacy curricula may vary because of the overall lack of directives requiring pharmacist involvement in patient care teams in clinical practice.…”

Section: 12mentioning

confidence: 99%

Impact of Participation on a Solid Organ Transplant Team on Student Pharmacists’ Perceptions of Interprofessional Roles

Maldonado

Bray

Woodard

et al. 2013

American Journal of Pharmaceutical Education

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Objective. To examine student pharmacists' perceptions of interprofessional roles before and after completing an advanced pharmacy practice experience on solid organ transplantation. Methods. Student pharmacists across the United States participating in an APPE on a solid organ transplant team completed an online pre-and post-APPE survey instrument examining perceptions of interprofessional roles, communication, and teamwork. Results. Student pharmacists' scores on interprofessionalism increased significantly on 17 of 22 items. Positive changes were seen in the interprofessional education core competency areas of roles and responsibilities, interprofessional communication, and teams and teamwork. Conclusion. Student pharmacist participation in interprofessional clinical APPEs can positively influence their professional development as they prepare to become members of multi-disciplinary teams in the healthcare workforce.Keywords: interprofessional education, advanced practice pharmacy experience, multidisciplinary care INTRODUCTIONInterprofessional education (IPE) encourages joint learning by practitioners and students from multiple professions with the goals of improving collaborative practice and the healthcare outcomes of patients.1 Some of the changes in Medicare, as well as many aspects of the Patient Protection and Affordable Care Act of 2010 2 and the National Committee for Quality Assurance Patient-Centered Medical Home 2011, promote team-based care models. These policies are expected to improve how healthcare professional curricula embraces IPE, both in the United States and globally. In 2011, an expert panel of professionals from pharmacy, nursing, medicine, public health, and dentistry developed and published a comprehensive report on Core Competencies for Interprofessional Collaborative Practice that highlights the necessity for IPE in order to provide high quality, safe care to all patients. 3The most important focus of IPE is the ability of the interdisciplinary team to improve patient outcomes.These include, but are not limited to, the enhancement of the quality of patient care, lowered costs, decreased patient length of stay, and reduced medical errors. 4 Working as a team has improved care and outcomes for patients in the areas of geriatrics, respiratory disease management, primary care, orthopedic surgery, and chronic pain, as well as in other specialty areas. 5 An Institute of Medicine report attributes many health care errors to diminished interprofessional cooperation and ineffective communication, suggesting that a goal of reducing patient errors by 50% in 5 years is achievable through improved interprofessional collaboration. 6 In addition to patient safety benefits, interprofessional teamwork is now recognized as an important strategy for shared decision making, a process that supports patient participation in achieving informed, preference-based choice.7 IPE is believed to be key to the success of shared decisionmaking models within primary care, with a focus on understanding interprofess...

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Keys to Successful Implementation of Interprofessional Education: Learning Location, Faculty Development, and Curricular Themes

Cited by 95 publications

References 23 publications

Application of Leadership Strategies Secondary to a Book Review

Application of Leadership Strategies Secondary to a Book Review

Report of the 2014-2015 Professional Affairs Standing Committee: Producing Practice-Ready Pharmacy Graduates in an Era of Value-Based Health Care

Impact of Participation on a Solid Organ Transplant Team on Student Pharmacists’ Perceptions of Interprofessional Roles

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