When students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes

Key teaching and learning points for IPE

Designed to measure student attitudes towards and readiness for participating in interprofessional experiences

Composed of 3 subscales related to teamwork, professional identity, and roles and responsibilities

Responses are recorded on a six-point Likert scale

Comprises of 4 subscale measures related to competence and autonomy, perceived need for cooperation, actual cooperation, and understanding others’ value

Consists of 21 self-reported questions designed to compare attitudes of different members of health care teams

Divided into 2 subscales: Quality of care/Process subscale and Physician Centrality subscale

Consists of stations coverung five common consultations in general medical practice

Each station involves student completion of four tasks, including history, examination, diagnosus, and patient management plan

Teams of 5 students typically rotate through the 5 stations, allowing interaction and application of various roles in direct interaction with the simulated patient and the other health care professionals on the team

Research indicated that learning experiences based on characteristics of adult learners and involving elements of self-direction, choice and active, practice-based learning in teams result in positive outcomes

Cooke recommends that pedagogies involve clinical integration that allows progressive development of skills and attitudes

Educators must consider disciplinary preparation level of the learner and whether learning experiences will be mandated or elective in nature

Use of technology may facilitate IPE

Several programs have been described in the educational and research literature that serve as models for institutions that ate interested in facilitating IPE

Programs vary by specific content offered, the combinations of participating professions, and the type and duration of learning experiences

Physical therapists play an important role in modeling team-based competencies and educators will need to develop learning experiences and assessment strategies that fit with their institution’s mission and purposes in order to achieve success

A powerful portal to professional life where students begin their formation of professional identity and habits of mind

Key strategies for addressing common barriers

Begin where interprofessional interaction occurs naturally, and allow educator efforts to develop in areas such as community-engaged learning in medically underserved communities where health-related concerns typically exceed the needs capacity of any single discipline to help

Administrative authority is a critical factor for success, and it must include the right combination of educators capabke of the grassroots collaboration fundamental to IPE and IPP

Linked to curricular and course-related outcomes, and include a visible reqard structure such as certification programs or awards that reflect participation or mastery

Reinforcing conditions for IPE should be reflected in the educator role and reward structure, such as promotion and tenure documents, internal grant guidelines, and specific interprofessional awards not only to incentivize IPE but also to ensure that educators may successfully meet scholarship requirements

A health progessional working independently to care for a patient

Students from 2 or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes

Multiple health workers from different professional backgrounds working together with patients, families, caregivers, and communities

Level of cooperation, coordination and collaboration that are central to relationships between professionals in patient-centered care

Integrated enactment of knowledge, skills and values/attitudes that define working together across professions, with other health care workers, with patients, families, and communities to improve health outcomes

Various disciplines are brought together to understand a particular problem or experuence and offer different perspectives on the problem.

Materials are collected and offered to educators for study on individual basis

Can be synchronous or asynchronous session that uses technology to offer a development session

A workshop is held and facilitated by an expert

Educators are invited as a whole to development sessions to address a particular topic

Select educators are invited to one or more sessions that addresses a particular topic

A trainer develops a cohort of educators who become the trainers for select groups

Health professional team members become familiar enough with the concepts and approaches of colleagues that thet can “blur the lines” and the team can focus pn collaborative analysis and decision-making

Those expected of health professionals and are sometimes overlapping

This is an additive approach, not an integrative approach

Apply relationship-building values and the principles pf team dynamics to perform effectively in different team roles to plan and deliver patient- and population-centered care that is safe, timely, efficient, effective and equitable

Works with individuals of other professions to maintain a climate of mutual respect and shared values

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 disease

Use the knowledge of one’s own role and those of other professions to appropriately assess and address the health care needw of the patients and populations served

Topics for educator development on IPE

Educators choose professional conferences to attend that focus on interprofessional education

May produce interprofessional tension at tumes because they are not identified as exculusive to a specific profession’s scope of practice

Augment of improve the outcomes of other professions involved in providing care

Skills that members of each profession need in order to function with others at a broader level, beyond interaction with other healthcare practitioners

Consists of 19 items anchored on a five-point Likert scale

Is an 18-item self-report of attitudes toward interprofessional teamwork