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

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.

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

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

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

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

A workshop is held and facilitated by an expert

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

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

Educators choose professional conferences to attend that focus on interprofessional education

Topics for educator development on IPE

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

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

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

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

This is an additive approach, not an integrative approach

Those expected of health professionals and are sometimes overlapping

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

Sage on stage

A guide by the side

Higher education

Practice environment

Primary purpose is to provide cost-effective and high-quality care and education for patients, clients, their families and their caregivers

Primary purpose is to educate stidents to attain core knowledge, skills and behaviors

Occurs in predictable classroom environment characterized by measures of assessing a student’s clinical readiness for clinical practice

Dynamic and flexible clinical classroom

Unpredictable and time-constraint

Continuous learning

Measured through patient and client care

Resources: journal articles, discussions, collaborative and mentored learning

Contribute to the effectiveness of clinical learning experience

Seeks to understand how their classroom experience relate to student performance in the clinic

Allows students to apply theory and didactic knowledge to the real world of clinical practice

Must comprehend how and what information presented in the classroom experiences relateds to the clinical education process

True messenger of clinical education

Provides feedback to all stakeholders

Bears heavy burden

Can articulate their needs to the CI on a daily basis

Must actively engage in the decision making process of clinical site selection

Must feel comfortable providing constructive feedback to academic and clinical faculty

Self-accountability for behavior and actions is critically important

Responsibilities are related to administration and management, teaching and service

Increased use and application of technology for communication, networking and enhanced admin efficiency and effectiveness

Use of more consistent student clinical performance assessment instruments

Assumption of leadership with clinical education

Serves as the liaison between the didactic and clinical components of the program

Requires a core faculty member and a licensed PT preferrably with DPT or doctoral degree or a desire to pursue doctoral studies

Viewed as the neutral party at the clinical site

Serves as a liaison between clinical site and academic institutions

Clinical education site development-clinical faculty development

Communication between the academic institution and affiliated clinical education sites

Clinical education program planning, implementation and assessment

Expertise serving as a consultant in the evaluation process of students

Knowledge of the clinical education site and its resources

Effective interpersonal communication adn organizational skills

Interest in students and commitment to providing quality learning experiences

Functions as mentors for individuals serving as CIs or those potentially interested in becoming CIs

Experience in providing clinical education to students in the respective professions

Knowledge of professional ethics and legal behaviors

Knowledge of contemporary issues in clinical practice and clinical education program, educatioal theory, and issues in health care delivery

Obtain administrative support by providing education site administrators with sound rationale for development

Determine clinical site readiness to accept students

Contact academic programs

Complete the necessary documentation to become an affiliated clinical educational program

Ensures that all required documentation is completely accurately and in timely manner

Coordinating the CI student assignments and assessing of learning experiences

Responding to inquiries by academic program for available student placements and scheduling

Developing guidelines to determine when PTs are competent to serve as CIs for students

Providing mechanisms whereby CIs can receive necessary orientation and training

Reviewing student clinical performance assessments

Understanding the legal risks and provisions associated with teaching supervising students

Involves with the daily responsibility and direct provision of student clinical learning experiences

Central to every clinical learning experience: PT-Intern-CI-Patient relationship

Contribute to intern’s understanding of and competence in PT clinical practice and serve as a strong role models that guide student’s visions of how they would like to practice in the future

Responsible for providing an environment that fosters student’s professionalism and encourages the development of an independent critical thinker and clinical decision maker

Patient referral and taking patient/client history

Intial patient examination, evaluation, diagnosis and problem identification

Determining long term functional goals mutually with the patient/client

Defining short term patient/client goals

Clarifying patient/client plan of care

Performing patient/client reexamination and assessing progression of care and interventions

Assessing patient/client outcomes and readiness for PT discharge

Preplanning for the learning experience and providing an orientation to the clinical site

Assessing students by identifying their strengths, learning needs, and previous experiences

Setting overall student objectives and clarifying learning expectations

Defining specific student behavioral and learning objective