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Interprofessional education development: not for the faint of heart
Interprofessional education (IPE) has the potential to improve communication, collaboration and coordination of care, leading to improved health care outcomes. Promoting IPE has become an aim for many professional schools. However, there are challenges to implementing meaningful curricula that invol...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Dove Medical Press
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5439539/ https://www.ncbi.nlm.nih.gov/pubmed/28553153 http://dx.doi.org/10.2147/AMEP.S133426 |
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author | Fahs, Deborah B Honan, Linda Gonzalez-Colaso, Rosana Colson, Eve R |
author_facet | Fahs, Deborah B Honan, Linda Gonzalez-Colaso, Rosana Colson, Eve R |
author_sort | Fahs, Deborah B |
collection | PubMed |
description | Interprofessional education (IPE) has the potential to improve communication, collaboration and coordination of care, leading to improved health care outcomes. Promoting IPE has become an aim for many professional schools. However, there are challenges to implementing meaningful curricula that involve multiple health care professional schools. In this study, we outline 12 lessons learned when designing and implementing an Interprofessional Longitudinal Clinical Experience (ILCE) for 247 students from a School of Nursing, Medicine and Physician Associate Program in New England. Lessons learned over 4 years include pilot, evaluate and refine projects; create a formal interprofessional organizational structure; involve faculty who are passionate ambassadors for IPE; procure and maintain financial support; recognize power struggles and bias; overcome logistical conundrums to realize common goals, secure clinical sites and prepare IPE coaches; expect there will always be another hurdle; do not go it alone; recruit experts; recognize role differentiation and similarities; be aware of fragility of students and faculty and collect data to assess, evaluate, improve and gain buy-in. We were able to successfully implement a large program for students from three different health care professional schools that takes place in the clinical setting with faculty coaches, patients and their families. We hope that the lessons learned can be instructive to those considering a similar effort. |
format | Online Article Text |
id | pubmed-5439539 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | Dove Medical Press |
record_format | MEDLINE/PubMed |
spelling | pubmed-54395392017-05-26 Interprofessional education development: not for the faint of heart Fahs, Deborah B Honan, Linda Gonzalez-Colaso, Rosana Colson, Eve R Adv Med Educ Pract Perspectives Interprofessional education (IPE) has the potential to improve communication, collaboration and coordination of care, leading to improved health care outcomes. Promoting IPE has become an aim for many professional schools. However, there are challenges to implementing meaningful curricula that involve multiple health care professional schools. In this study, we outline 12 lessons learned when designing and implementing an Interprofessional Longitudinal Clinical Experience (ILCE) for 247 students from a School of Nursing, Medicine and Physician Associate Program in New England. Lessons learned over 4 years include pilot, evaluate and refine projects; create a formal interprofessional organizational structure; involve faculty who are passionate ambassadors for IPE; procure and maintain financial support; recognize power struggles and bias; overcome logistical conundrums to realize common goals, secure clinical sites and prepare IPE coaches; expect there will always be another hurdle; do not go it alone; recruit experts; recognize role differentiation and similarities; be aware of fragility of students and faculty and collect data to assess, evaluate, improve and gain buy-in. We were able to successfully implement a large program for students from three different health care professional schools that takes place in the clinical setting with faculty coaches, patients and their families. We hope that the lessons learned can be instructive to those considering a similar effort. Dove Medical Press 2017-05-18 /pmc/articles/PMC5439539/ /pubmed/28553153 http://dx.doi.org/10.2147/AMEP.S133426 Text en © 2017 Fahs et al. This work is published and licensed by Dove Medical Press Limited The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. |
spellingShingle | Perspectives Fahs, Deborah B Honan, Linda Gonzalez-Colaso, Rosana Colson, Eve R Interprofessional education development: not for the faint of heart |
title | Interprofessional education development: not for the faint of heart |
title_full | Interprofessional education development: not for the faint of heart |
title_fullStr | Interprofessional education development: not for the faint of heart |
title_full_unstemmed | Interprofessional education development: not for the faint of heart |
title_short | Interprofessional education development: not for the faint of heart |
title_sort | interprofessional education development: not for the faint of heart |
topic | Perspectives |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5439539/ https://www.ncbi.nlm.nih.gov/pubmed/28553153 http://dx.doi.org/10.2147/AMEP.S133426 |
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