Montana IPE InstituteSimulation: A Panacea for Interprofessional Learning?
Scott Reeves and Sandrijn van Schaik, 2012
The rapidly rising popularity of simulated learning activities over the past decade has emerged mainly in medical education, but quickly adopted by the other health professions, simulation is credited with a number of key contributions for the education of health and social care learners.Download
Scott Reeves and Sandrijn van Schaik, 2012
The rapidly rising popularity of simulated learning activities over the past decade has emerged mainly in medical education, but quickly adopted by the other health professions, simulation is credited with a number of key contributions for the education of health and social care learners.Download
Interprofessional Education and Practice Guide No. 2: Developing and
implementing a center for interprofessional education
Valentina Brashers, John Owen and Julie Haizlip, 2015
The complexity of implementing interprofessional education and practice (IPEP) strategies that
extend across the learning continuum requires that institutions create a structure to support
effective and organized coordination among interested administrators, faculty and staff. This guide briefly describes the steps that led to the creation of the Center and the key lessons learned that can guide other institutions toward establishing their own IPE centers.Download
implementing a center for interprofessional education
Valentina Brashers, John Owen and Julie Haizlip, 2015
The complexity of implementing interprofessional education and practice (IPEP) strategies that
extend across the learning continuum requires that institutions create a structure to support
effective and organized coordination among interested administrators, faculty and staff. This guide briefly describes the steps that led to the creation of the Center and the key lessons learned that can guide other institutions toward establishing their own IPE centers.Download
Economic models for sustainable interprofessional education
Patricia A. Carney, David T. Bearden, Molly L. Osborne, Martha Driessnack, Curt C. Stilp, Judith Gedney Baggs, Jared P. Austin, Kristi Tonning & Jennifer Boyd, 2018
Limited information exists on funding models for interprofessional education (IPE) course delivery, even though potential savings from IPE could be gained in healthcare delivery efficiencies and patient safety. Unanticipated economic barriers to implementing an IPE curriculum across programs and schools in University settings can stymie or even end movement toward collaboration and sustainable culture change. Clarity among stakeholders, including institutional leadership, faculty, and students, is necessary to avoid confusion about IPE tuition costs and funds flow, given that IPE involves multiple schools and programs sharing space, time, faculty, and tuition dollars. In this paper, we consider three funding models for IPE: (a) Centralized (b) Blended, and (c) Decentralized. The strengths and challenges associated with each of these models are discussed. Beginning such a discussion will move us toward understanding the return on investment of IPE.Download
Patricia A. Carney, David T. Bearden, Molly L. Osborne, Martha Driessnack, Curt C. Stilp, Judith Gedney Baggs, Jared P. Austin, Kristi Tonning & Jennifer Boyd, 2018
Limited information exists on funding models for interprofessional education (IPE) course delivery, even though potential savings from IPE could be gained in healthcare delivery efficiencies and patient safety. Unanticipated economic barriers to implementing an IPE curriculum across programs and schools in University settings can stymie or even end movement toward collaboration and sustainable culture change. Clarity among stakeholders, including institutional leadership, faculty, and students, is necessary to avoid confusion about IPE tuition costs and funds flow, given that IPE involves multiple schools and programs sharing space, time, faculty, and tuition dollars. In this paper, we consider three funding models for IPE: (a) Centralized (b) Blended, and (c) Decentralized. The strengths and challenges associated with each of these models are discussed. Beginning such a discussion will move us toward understanding the return on investment of IPE.Download
Ethics and interprofessional education: An exploration across health professions education programs
Sulochana Naidoo, Kathleen M. Turner & Diana B. McNeill, 2019
Classroom-based ethics education, in health professions education programs at a university in the United States, was explored in a pilot study to determine a basis for creating an interprofessional experience for ethics education. Course faculty were interviewed using a semi-structured guide, and data were qualitatively analyzed. There was some overlap, but more variation, across the programs with regard to content covered, learning objectives, and pedagogy. An opportunity exists for greater comprehensiveness and consistency across the programs. Drawing on the results of our study, we propose an approach to interprofessional education for ethics. This approach includes interprofessional small group discussions focused on management strategies for ethical dilemmas relevant to all represented healthcare professions. Ethics is an ideal starting point for interprofessional education, because it is central to all health professions’ education and practice.
Download
Sulochana Naidoo, Kathleen M. Turner & Diana B. McNeill, 2019
Classroom-based ethics education, in health professions education programs at a university in the United States, was explored in a pilot study to determine a basis for creating an interprofessional experience for ethics education. Course faculty were interviewed using a semi-structured guide, and data were qualitatively analyzed. There was some overlap, but more variation, across the programs with regard to content covered, learning objectives, and pedagogy. An opportunity exists for greater comprehensiveness and consistency across the programs. Drawing on the results of our study, we propose an approach to interprofessional education for ethics. This approach includes interprofessional small group discussions focused on management strategies for ethical dilemmas relevant to all represented healthcare professions. Ethics is an ideal starting point for interprofessional education, because it is central to all health professions’ education and practice.
Download
Top tips for interprofessional education and collaborative practice research: a guide for students and early career researchers
Veronica O’Carroll , Melissa Owens , Michael Sy , Alla El-Awaisi , Andreas Xyrichis , Jacqueline Leigh, Shobhana Nagraj , Marion Huber , Maggie Hutchings & Angus McFadyen 2020
Interprofessional research within the contexts of education and health and social care practice has grown exponentially within the past three decades. To maintain the momentum of high-quality research, it is important that early career researchers embarking on their first research journey and new to interprofessional education or interprofessional collaborative practice feel supported in making their contribution to the field. This guide, developed by the Center for the Advancement of Interprofessional Education (CAIPE) Research Group, has been written with these groups in mind who are embarking on their first research journey, and new to the interprofessional field. It aims to raise awareness of academic resources and share practical advice from those who have previously experienced problems when undertaking interprofessional research in education or health and social care practice.Download
Veronica O’Carroll , Melissa Owens , Michael Sy , Alla El-Awaisi , Andreas Xyrichis , Jacqueline Leigh, Shobhana Nagraj , Marion Huber , Maggie Hutchings & Angus McFadyen 2020
Interprofessional research within the contexts of education and health and social care practice has grown exponentially within the past three decades. To maintain the momentum of high-quality research, it is important that early career researchers embarking on their first research journey and new to interprofessional education or interprofessional collaborative practice feel supported in making their contribution to the field. This guide, developed by the Center for the Advancement of Interprofessional Education (CAIPE) Research Group, has been written with these groups in mind who are embarking on their first research journey, and new to the interprofessional field. It aims to raise awareness of academic resources and share practical advice from those who have previously experienced problems when undertaking interprofessional research in education or health and social care practice.Download
