Working from Upstream to Improve Health Care: The IHI Interdisciplinary Professional Education Collaborative

Headrick, Linda A.; Knapp, Michael J.; Neuhauser, Duncan; Gelmon, Sherril B.; Norman, Linda; Quinn, Doris; Baker, Ross

doi:10.1016/s1070-3241(16)30217-6

Cited by 40 publications

(30 citation statements)

References 4 publications

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“…11(p843) Documentation of health care improvement began in the early 1990s. Headrick and colleagues [12][13][14][15][16] have provided some of the best examples of clinical improvement in the setting of medical students and residents. Increasing curricula are being developed to teach systems-based practice and practice-based learning and improvement.…”

Section: Why Use the Iom Aims For Improvement?mentioning

confidence: 99%

Residents Learn to Improve Care Using the ACGME Core Competencies and Institute of Medicine Aims for Improvement: the Health Care Matrix

Quinn¹,

Bingham²,

Garriss³

et al. 2009

Journal of Graduate Medical Education

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Section: Why Use the Iom Aims For Improvement?mentioning

confidence: 99%

Residents Learn to Improve Care Using the ACGME Core Competencies and Institute of Medicine Aims for Improvement: the Health Care Matrix

Quinn¹,

Bingham²,

Garriss³

et al. 2009

Journal of Graduate Medical Education

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“…It is likely that mutual respect will develop when students work together, participate in collaborative situations, and train in interprofessional teams. According to Headrick et al (1996), it is inappropriate to train health professionals separately and to expect them later to determine how to work together.…”

Section: Interprofessional Team Skills To Improve Patient Safetymentioning

confidence: 99%

Improving patient safety by using interprofessional simulation training in health professional education

Kyrkjebø

Brattebø

Smith‐Strøm

2006

Journal of Interprofessional Care

103

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Modern medicine is complex. Reports and surveys demonstrate that patient safety is a major problem. Health educators focus on professional knowledge and less on how to improve patient care and safety. The ability to act as part of a team, fostering communication, co-operation and leadership is seldom found in health education. This paper reports the findings from pilot testing a simulated training program in interprofessional student teams. Four teams each comprising one medical, nursing, and intensive nursing student (n = 12), were exposed to two simulation scenarios twice. Focus groups were used to evaluate the program. The findings suggest that the students were satisfied with the program, but some of the videos and simulation exercises could be more realistic and more in accordance with each other. Generally they wanted more interprofessional team training, and had learned a lot about their own team performance, personal reactions and lack of certain competencies. Involving students in interprofessional team training seem to be more likely to enhance their learning process. The students' struggles with roles, competence and team skills underline the need for more focus on combining professional knowledge learning with team training.

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“…1 Improving health care is a skill-based professional activity that requires a combination of theory and practice. [2][3][4][5][6][7][8] Continuous QI is not performed in isolation from clinical practice but rather should be embedded in the day-to-day delivery of care and has been termed practice-based learning and improvement (PBLI). Now that professional organizations in nursing education (American Association of Colleges of Nursing), 9 postgraduate physician training (Accreditation Council for Graduate Medical Education), 10 and undergraduate medical education (Association of American Medical Colleges) 11,12 have recognized QI and PBLI as a core learning domain, it is imperative to determine how to teach PBLI to novice students in all health professions.…”

mentioning

confidence: 99%

“…6,[13][14][15][16][17][18] None of these studies clearly identify a step-by-step process of how to teach PBLI to novice students. Also, no studies address the need to teach these concepts to students from different health care professions (ie, nursing, pharmacy, medicine, and health administration).…”

mentioning

confidence: 99%

A Standardized Curriculum to Introduce Novice Health Professional Students to Practice-Based Learning and Improvement

Huntington

Dycus

Hix

et al. 2009

Quality Management in Health Care

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Working from Upstream to Improve Health Care: The IHI Interdisciplinary Professional Education Collaborative

Cited by 40 publications

References 4 publications

Residents Learn to Improve Care Using the ACGME Core Competencies and Institute of Medicine Aims for Improvement: the Health Care Matrix

Residents Learn to Improve Care Using the ACGME Core Competencies and Institute of Medicine Aims for Improvement: the Health Care Matrix

Improving patient safety by using interprofessional simulation training in health professional education

A Standardized Curriculum to Introduce Novice Health Professional Students to Practice-Based Learning and Improvement

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