Start Date
10-29-2016 2:00 PM
End Date
10-29-2016 3:00 PM
Description
Purpose: Discuss the challenges in delivering interprofessional education and clinical practice in community-based settings.
Background: Implementing interprofessional education (IPE) and clinical practice (IPCP) programs remains challenging despite increased emphasis on IPE. Understanding the challenges in delivering IPE/IPCP community-based programs is important in developing a well-trained interprofessional workforce.
Description of Program: IPE curricula was developed for two community-based IPCP experiences using a flexible framework for negotiating unforeseen challenges working with multiple health professions schools and community partners. Models utilized were a community of practice that allowed for shared interests, learning, and problem-solving, and Plan-Do-Study-Act that provides flexibility as challenges arise. Cohorts of 10-15 graduate students from nursing, pharmacy, dentistry, clinical psychology and social work attended 8-week IPE immersion experience with practicum using a humanities-informed curriculum. One project focused on improved interpersonal communication and the other on military culture and the unique behavioral health issues of veterans. Challenges include scheduling difficulties, apathy of faculty and students, and incompatible clinical practice experiences.
Preliminary results: Students’ gained confidence as members of IPCP teams and are more reflective and able to anticipate and cope with adverse and challenging situations through learning to manage negative emotions and stress. The humanities-informed content has increased students’ ability to be more empathic and to communicate more effectively with patients and the interprofessional team.
Recommendations: Despite well-intentioned plans, there are circumstances that require IPE faculty to discuss and negotiate solutions for overcoming challenges. Open communication among all parties is critical in community-based IPE/IPCP experiences. When faculty are adaptable and responsive to change, students adapt as well, and learn that flexibility is essential for development of an effective and productive health professional team.
Measurable Objectives:
- Discuss methods for negotiating challenges in community-based interprofessional education programs.
- Discuss how humanities-informed curricula can assist with teaching the interprofessional core competencies.
Included in
Negotiating Challenges in Community-based Interprofessional Education Programs
Purpose: Discuss the challenges in delivering interprofessional education and clinical practice in community-based settings.
Background: Implementing interprofessional education (IPE) and clinical practice (IPCP) programs remains challenging despite increased emphasis on IPE. Understanding the challenges in delivering IPE/IPCP community-based programs is important in developing a well-trained interprofessional workforce.
Description of Program: IPE curricula was developed for two community-based IPCP experiences using a flexible framework for negotiating unforeseen challenges working with multiple health professions schools and community partners. Models utilized were a community of practice that allowed for shared interests, learning, and problem-solving, and Plan-Do-Study-Act that provides flexibility as challenges arise. Cohorts of 10-15 graduate students from nursing, pharmacy, dentistry, clinical psychology and social work attended 8-week IPE immersion experience with practicum using a humanities-informed curriculum. One project focused on improved interpersonal communication and the other on military culture and the unique behavioral health issues of veterans. Challenges include scheduling difficulties, apathy of faculty and students, and incompatible clinical practice experiences.
Preliminary results: Students’ gained confidence as members of IPCP teams and are more reflective and able to anticipate and cope with adverse and challenging situations through learning to manage negative emotions and stress. The humanities-informed content has increased students’ ability to be more empathic and to communicate more effectively with patients and the interprofessional team.
Recommendations: Despite well-intentioned plans, there are circumstances that require IPE faculty to discuss and negotiate solutions for overcoming challenges. Open communication among all parties is critical in community-based IPE/IPCP experiences. When faculty are adaptable and responsive to change, students adapt as well, and learn that flexibility is essential for development of an effective and productive health professional team.
Measurable Objectives:
- Discuss methods for negotiating challenges in community-based interprofessional education programs.
- Discuss how humanities-informed curricula can assist with teaching the interprofessional core competencies.