Interprofessional Education: Definitions, Competencies, and Guidelines
Interprofessional Education: Definitions, Competencies, and Guidelines
Regardless of the health care professions involved or location of the college or school, we purport that there are basic tenets of implementing IPE that, if followed, will help establish a successful IPE experience. The AACP Task Force on Interprofessional Education members used key IPE resources and professional experience with IPE to develop this list of steps essential in the process of IPE development. Personnel and financial resources as well as administrative and faculty time are essential for successful implementation of IPE. Thus, IPE should be identified as a goal of the curriculum or as part of the strategic plan. Those members of the faculty and administration who champion IPE need to lead and support IPE initiatives. It is necessary to cultivate relationships with other health care programs based on geographic location, existing relationships, etc. Administrative and faculty champions in the partnering programs need to be identified. Once an IPE planning team has been established, the team should identify appropriate IPE curricular themes and decide which students from each program should be involved based on equivalent levels of education. The team should determine when and where the IPE curriculum will occur and who will facilitate the curriculum. A gradual implementation of IPE with the motto "start small and go slow" is advocated so that some successes can be realized and modifications can be made with each iteration of the IPE curriculum. Development programs to support faculty teaching in IPE are encouraged as are recognition programs for faculty members involved in IPE. An assessment strategy to evaluate the IPE initiative should be planned, as well. Critical elements for implementing IPE are listed in Table 2.
Elements Criticalto the Development of IPE
Regardless of the health care professions involved or location of the college or school, we purport that there are basic tenets of implementing IPE that, if followed, will help establish a successful IPE experience. The AACP Task Force on Interprofessional Education members used key IPE resources and professional experience with IPE to develop this list of steps essential in the process of IPE development. Personnel and financial resources as well as administrative and faculty time are essential for successful implementation of IPE. Thus, IPE should be identified as a goal of the curriculum or as part of the strategic plan. Those members of the faculty and administration who champion IPE need to lead and support IPE initiatives. It is necessary to cultivate relationships with other health care programs based on geographic location, existing relationships, etc. Administrative and faculty champions in the partnering programs need to be identified. Once an IPE planning team has been established, the team should identify appropriate IPE curricular themes and decide which students from each program should be involved based on equivalent levels of education. The team should determine when and where the IPE curriculum will occur and who will facilitate the curriculum. A gradual implementation of IPE with the motto "start small and go slow" is advocated so that some successes can be realized and modifications can be made with each iteration of the IPE curriculum. Development programs to support faculty teaching in IPE are encouraged as are recognition programs for faculty members involved in IPE. An assessment strategy to evaluate the IPE initiative should be planned, as well. Critical elements for implementing IPE are listed in Table 2.
Source...