Professional Documents
Culture Documents
Education
Macy Foundation, “Revisiting the Medical School Education Mission at a time of Expansion, 2009
Morrison, G. Goldfarb, S, Lanken, PN. (2010 )Team Training of Medical
Students in the 21st Century: Would Flexner Approve? Academic
Medicine 85 (2), 254-259.
• In the 20th Century, team members were resources for the physician
as the decision maker.
• In the 21st Century – team members are responsible for key decisions
in the patient’s care together with the physician.
• Goal/Purpose
• Competencies
Definitions
Interprofessional Multiprofessional
• Shared experiences • Shared experiences
• Interaction/joint • No expectation of
decision making interaction or
participative decision-
• Shared responsibility/ making
accountability for
decisions
Interprofessional Education defined
• D'Amour, D., M. Ferrada-Videla, et al. (2005). "The conceptual basis for interprofessional collaboration:
Core concepts and theoretical frameworks." Journal of Interprofessional Care Supplement 1: 116-131.
• Shared expertise - combined knowledge and skills of
the team
• For example:
– Conviction that IPE promotes better patient/client
care and IP practice is best practice
Example
• The purpose of Interprofessional Education is to
prepare students with knowledge, attitudes and
skills of interprofessional practice which lead to:
Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional
collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative
Domains & General Competency statements
• Interprofessional Communication
– Communicate with patients, families, communities, and other
health professionals in a responsive and responsible manner that
supports a team approach to the maintenance of health and the
treatment of diseases.
• Teams and Teamwork
– Apply relationship-building values and the principles of team
dynamics to perform effectively in different team roles to plan
and deliver patient-/populations centered care that is safe,
timely, efficient, effective and equitable.
Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional
collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative
Developing Competencies
SLU-IPE
Example: Wellness
• Competency: Recognize a population health perspective
that encompasses the ability to assess the health needs of a
specific population, implement and evaluate interventions to
improve the health of that population.
• Objective: Identify and recommend clinical prevention
services based upon a patient’s age, gender, and risk factor
status.
• Learning activity: IP team projects and presentations on
health promotion/education activity for specific populations
including how each professional contributes.
SLU-IPE
Stop – Think – Reflect
• How does IPE fit with the mission of the college and
University?
•Learning experiences
•Teaching methods
Types of IPE Programs
• IPE Seminar
D'Amour, D. and I. Oandasan (2005). "Interprofessionality as the field of interprofessional practice and interprofessional
education: An emerging concept." Journal of Interprofessional Care Supplement 1: 8-20.
Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional
collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative
Statement of Premises/Principles
• Examples:
– Roles and responsibilities of various health
professionals
– Principles and development of teamwork
– Health care system
– Health promotion
– Health care ethics
– Evidenced-based practice
– Interprofessional practicum
– Interprofessional grand rounds
Interprofessional Team Seminar
• Introduction to communication and patient safety
• Discussion of IP teams and professional training &
roles and responsibilities in patient care
• Case-based discussion including standardized patient
simulations
– Contributions of each profession
– Discussion of priorities for assessment and care plan
– Imbedding in the cases issues of cultural differences, health
literacy, patient safety, socioeconomic concerns, ethical
issues in the cases, social determinants of health
SLU-IPE
Teaching Methods
• Lecture combined with team and small group
discussion in break-out sessions
• Small group discussion sessions of 20-30 students
• Students are divided into IP teams of 4-5 for in-class
discussions and out-of class projects
• Students produce team reports of in-class
discussions
• Critical reflection assignments on Grand Rounds,
certain readings and videos
Stop – Think – Reflect
• What do you see as curricular and teaching/
learning issues for IPE?
Knowledge
Skills
Attitudes
Learning Outcomes
1. Value (or significance) of the IP team in providing patient care.
2. Demonstrate how to contribute effectively to the development of
care plans which are responsive to the clients’ needs and
diverse needs of the community at large.
Research purpose
– To assess changes in students’ attitudes and perceptions about
learning with students in various health professions and about
working in collaborative teams
SLU-IPE
Attitudes: Research questions
1. What are the attitudes and perceptions about IP
learning and teamwork of students with no
formal education in IPE?
2. What changes occur in student attitudes and
perceptions about IP learning and teamwork
from:
– prior to and after the first IPE course;
– after their last IPE practicum course;
– and after one year of professional experience in their
chosen health career?
SLU-IPE
Attitudes: Research Methods
• Questionnaire: Readiness for IP Learning Scale
(Parsell, McFayden) and University of West
England IP Questionnaire (Pollard) followed by
focus group concerning inconsistent items and
confirmation of results
Research Purpose
– To assess changes in students’ ability to identify the best
choice health professional to implement a procedure or
intervention in the patient’s care plan.
SLU-IPE
Knowledge: Research questions
Does the student’s ability to identify the most
appropriate health professional to provide a
particular service needed in a specific case
improve from prior to and after the first IPE
course; after their last IPE practicum course; and
after one year of professional experience in their
chosen health career?
SLU-IPE
Knowledge: Research Methods
• Questionnaire consisting of case and
questions regarding the most appropriate
health professional to provide needed
services followed by focus groups to clarify
discrepancies in responses.
IPE Director
IPE 350:
IPE Practicum Interprofessional Team
IPE Assessment Team HC Systems/Health Promo
Community Sites Seminars (IPTS)
IPE 420: App Decision
Interprofessional IPE Assessment Making in IP Practice
Grand Rounds Project Teams
IPE 460:
Evidence Based Practice
Updated 6/1/11
IPE 490:
Integrated IP Practicum
Existence of a Plan
– Faculty participation
– Use of funds
– Student enrollment
– Student academic policies
Funding and Facilities
• Administrative space
• Faculty development
– Learning to communicate as a teaching team
• Large class size – new to all faculty
• Scheduling of classes and teaching team
meetings
• Engaging new faculty
Opportunities for Faculty Involved in IPE
• IP collaboration amongst faculty
• Learning more about other professions
• Shared research
• New & strengthened friendships
• Newer faculty learn from more experienced
faculty with whom they team teach
Opportunities for Students Involved in IPE
• Opportunity for students to experience best
practice
– Modeling of IP teamwork
– Enhanced collaboration
– Improved student awareness of IP teams
• Enhanced focus on patient/client centered
care & improved health outcomes
• Increased student comfort level with IP
teams
Development of Culture of IPE or IPP
• Indicators:
– Vision of IP endeavor is commonly understood
– Faculty members across professions are engaged
– Administrative support – funding, facilities as well as staff,
faculty and student recognition
– Full integration in professional education and practice
– Included in recruitment activities for faculty, students, and
clinical staff
– Incorporated into uni-professional courses including
clinical experiences
Challenges
• State-of-the-art for research in IPE and IP
practice outcomes is limited and considered
weak in methodology.
• Uncertainty regarding potential for
reimbursement model for interprofessional
collaborative practice
The Opportunity of Interprofessional
Health Care
•Health professionals working at the top of their
knowledge and skill
– Enhanced staff motivation and satisfaction
•Working as team providing the right care for
the patient when it is needed
– Enhanced patient motivation and
satisfaction
•Being part of change in delivery of care that can
accomplish optimal health outcomes
IPE Best Practices
• Begin IPE early in the health professional
program
• Experiences occur throughout the health
professional program
• Include interaction among students and
working in teams
• Include didactic, practical and clinical
experiences
Always keep the vision in the forefront.