CONTEXT OF THE REPORT

Because of the close linkages between the August and November workshops, the two workshops are being summarized together in this single report. Both workshops emphasized the importance of engaging students and patients in the dialogue on interprofessional education and also the value of learning from experiences gathered around the world and applied locally. This point was made by a number of the IPE innovators who presented at the workshops and who are cited in the following chapters. These early adopters of IPE formed their programs after studying other national and international IPE initiatives and shared their experiences freely with other participants. This atmosphere of open sharing of ideas and of a mutual genuine interest in the goal of achieving global innovation in IPE set the tone for both workshops and also shaped the approach of this report, which is a modified summary of the presentations and the rich discussions that took place at the workshops. However, it should be noted that, in order to create a smooth flow of the ideas from the two workshops within this one summary report, the report does not follow the chronological order in which statements and presentations were made.

The next chapter begins by describing what IPE is and the value that it adds to societies, universities, education, health, and health care systems as well as to nations struggling with maintaining sufficient faculty for educating students in the health professions. Chapter 3 describes the challenges to initiating IPE. This section is mainly designed to help those individuals seeking to construct or redesign interprofessional education at their schools to learn from the experiences and challenges of others who participated in designing IPE experiences at their own universities. Chapter 4 looks into how educators measure IPE using the currently available tools and how groups are considering new ways of improving these measurements to more accurately assess learners’ knowledge, skills, and understanding of IPE. These first four chapters provide the backdrop for the two subsequent chapters. Chapter 5 looks at IPE as part of a larger educational and health system continuum. And Chapter 6 explores students’ reactions to IPE and examines what might be learned or gained by engaging patients, caretakers, and communities in improving collaborations and developing interprofessional education experiences. The seventh and final chapter describes speakers’ reflections on what they learned and what they heard while participating in the workshops.



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