Start Date
10-29-2016 2:00 PM
End Date
10-29-2016 3:00 PM
Description
Purpose: To describe the process a health sciences university is undergoing to establish recognizing student achievement in interprofessional education (IPE) and collaborative practice (CP).
Background: A large health sciences university (greater than ten different professions) is establishing a new process to certify IPE/CP programming delivered on its campus. As accreditation bodies for various professions are requiring IPE programming, there is a desire to certify that the students have completed programming to meet these requirements and document competency achieved in collaborative practice.
Description of Program: A curriculum committee of members from the various stakeholder professions assigned a workgroup to address IPE programming evaluation and student certification. The workgroup reviewed existing IPE evaluation rubrics from other institutions and is developing its own rubric based upon these models. Using this new rubric, faculty developing new IPE programming will be able to complete an online submission, which will then be reviewed by the IP curriculum committee. The workgroup is identifying the quantity and level of IPE/CP participation required by each profession to determine how certification will be achieved.
Preliminary Results: The workgroup has met over the course of one academic semester and has developed an IPE evaluation rubric to be piloted in the 2016-2017 academic year. The curriculum committees from each of the various professions are assessing individual IPE needs relative to program-specific goals, objectives and accreditation requirements.
Relevance to IPE: With increasing requirements for IPE by most health professions accreditation organizations, it is necessary to identify a standardized system for evaluating IPE/CP programming and develop a process for recognizing that students have met the desired outcomes (quantity and quality).
Recommendations for Future: It is anticipated that this system will need to be continually evaluated, updated and refined to address the dynamic nature of health professions education and team-based collaborative care.
Two to three Learning Objectives:
- Identify a process for evaluating IPE/CP programming for quality control purposes.
- Describe a process for identifying IPE/CP needs among the various health professions.
Included in
How to ‘Count’ Interprofessional Education Programming Across Professions at a Health Sciences University
Purpose: To describe the process a health sciences university is undergoing to establish recognizing student achievement in interprofessional education (IPE) and collaborative practice (CP).
Background: A large health sciences university (greater than ten different professions) is establishing a new process to certify IPE/CP programming delivered on its campus. As accreditation bodies for various professions are requiring IPE programming, there is a desire to certify that the students have completed programming to meet these requirements and document competency achieved in collaborative practice.
Description of Program: A curriculum committee of members from the various stakeholder professions assigned a workgroup to address IPE programming evaluation and student certification. The workgroup reviewed existing IPE evaluation rubrics from other institutions and is developing its own rubric based upon these models. Using this new rubric, faculty developing new IPE programming will be able to complete an online submission, which will then be reviewed by the IP curriculum committee. The workgroup is identifying the quantity and level of IPE/CP participation required by each profession to determine how certification will be achieved.
Preliminary Results: The workgroup has met over the course of one academic semester and has developed an IPE evaluation rubric to be piloted in the 2016-2017 academic year. The curriculum committees from each of the various professions are assessing individual IPE needs relative to program-specific goals, objectives and accreditation requirements.
Relevance to IPE: With increasing requirements for IPE by most health professions accreditation organizations, it is necessary to identify a standardized system for evaluating IPE/CP programming and develop a process for recognizing that students have met the desired outcomes (quantity and quality).
Recommendations for Future: It is anticipated that this system will need to be continually evaluated, updated and refined to address the dynamic nature of health professions education and team-based collaborative care.
Two to three Learning Objectives:
- Identify a process for evaluating IPE/CP programming for quality control purposes.
- Describe a process for identifying IPE/CP needs among the various health professions.