Developing and Sustaining Innovations in Interprofessional Education
Start Date
5-19-2012 11:15 AM
End Date
5-19-2012 11:30 AM
Description
Purpose: The purpose of this seminar is to discuss the process of developing and sustaining a longitudinal interprofessional education (IPE) program.
Background: Recent reports from the Interprofessional Education Collaborative and the World Health Organization have reinforced the importance of training the healthcare workforce for future collaborative practice. As a result, we are now starting to see new innovations in academic institutions where pre-licensure training programs are integrating interprofessional education into existing uniprofessional curriculums. However, developing and sustaining IPE programs can be a challenging process, complicated by varied schedules, differing accreditation standards, faculty buy-in, and limited funding for IPE innovation.
Description of Intervention/Program: The Jefferson Health Mentors Program (HMP) is a two-year longitudinal IPE curriculum that brings together faculty and students from six training programs, including: couple and family therapy, medicine, nursing, occupational therapy, pharmacy, and physical therapy. Student teams are partnered with a volunteer Health Mentor, a person with a chronic health condition and/or impairment, and complete a series of team-based curricular modules addressing the health mentor’s life and health history, as well as his/her wellness, safety, and health behaviors. Since program inception and initial curricular content development in 2007, interprofessional teams of HMP faculty content experts, student course liaisons and administrative staff have been continuously modifying the HMP curriculum and seeking new ways to sustain this large longitudinal IPE program. Curricular modules are modified each year based of faculty feedback, student course evaluations, focus groups and mixed-methods evaluation data.
Results/Conclusion: Developing an interprofessional education module or program takes time, resources and collaboration. Using the Jefferson HMP as an example, we will explore approaches to IPE curriculum development and revision as well discuss lessons learned for sustaining an effective IPE program, which can be adapted to any educational setting.
Learning Objectives: At the end of the seminar, participants will be able to:
- Design an interprofessional education curricular activity for integration into uniprofessional training programs
- Identify three specific components needed to sustain an interprofessional education innovation
References:
- Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for Interprofessional collaborative practice: Report of an expert panel. Washington,D.C.: Interprofessional Education Collaborative.
- World Health Organization: Framework for Action on Interprofessional Education & Collaborative Practice.Geneva, WHO, 2010. Available at http://www.who.int/hrh/resources/framework_action/en/.
Developing and Sustaining Innovations in Interprofessional Education
Purpose: The purpose of this seminar is to discuss the process of developing and sustaining a longitudinal interprofessional education (IPE) program.
Background: Recent reports from the Interprofessional Education Collaborative and the World Health Organization have reinforced the importance of training the healthcare workforce for future collaborative practice. As a result, we are now starting to see new innovations in academic institutions where pre-licensure training programs are integrating interprofessional education into existing uniprofessional curriculums. However, developing and sustaining IPE programs can be a challenging process, complicated by varied schedules, differing accreditation standards, faculty buy-in, and limited funding for IPE innovation.
Description of Intervention/Program: The Jefferson Health Mentors Program (HMP) is a two-year longitudinal IPE curriculum that brings together faculty and students from six training programs, including: couple and family therapy, medicine, nursing, occupational therapy, pharmacy, and physical therapy. Student teams are partnered with a volunteer Health Mentor, a person with a chronic health condition and/or impairment, and complete a series of team-based curricular modules addressing the health mentor’s life and health history, as well as his/her wellness, safety, and health behaviors. Since program inception and initial curricular content development in 2007, interprofessional teams of HMP faculty content experts, student course liaisons and administrative staff have been continuously modifying the HMP curriculum and seeking new ways to sustain this large longitudinal IPE program. Curricular modules are modified each year based of faculty feedback, student course evaluations, focus groups and mixed-methods evaluation data.
Results/Conclusion: Developing an interprofessional education module or program takes time, resources and collaboration. Using the Jefferson HMP as an example, we will explore approaches to IPE curriculum development and revision as well discuss lessons learned for sustaining an effective IPE program, which can be adapted to any educational setting.
Learning Objectives: At the end of the seminar, participants will be able to:
- Design an interprofessional education curricular activity for integration into uniprofessional training programs
- Identify three specific components needed to sustain an interprofessional education innovation
References:
- Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for Interprofessional collaborative practice: Report of an expert panel. Washington,D.C.: Interprofessional Education Collaborative.
- World Health Organization: Framework for Action on Interprofessional Education & Collaborative Practice.Geneva, WHO, 2010. Available at http://www.who.int/hrh/resources/framework_action/en/.
