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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×

INTERPROFESSIONAL EDUCATION FOR COLLABORATION

Learning How to Improve Health from
Interprofessional Models Across the
Continuum of Education to Practice

WORKSHOP SUMMARY

Patricia A. Cuff, Rapporteur

Global Forum on Innovation in Health Professional Education

Board on Global Health

NATIONAL RESEARCH COUNCIL
OF THE NATIONAL ACADEMIES

THE NATIONAL ACADEMIES PRESS

Washington, D.C.

www.nap.edu

Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×

THE NATIONAL ACADEMIES PRESS 500 Fifth Street, NW Washington, DC 20001

NOTICE: The workshop that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine.

This activity was supported by contracts between the National Academy of Sciences and the Academic Consortium for Complementary and Alternative Health Care, the Academic Council of the Academy of Nutrition and Dietetics, Academic Council of the American Physical Therapy Association, the Accreditation Council for Graduate Medical Education, the Aetna Foundation, the Alliance for Continuing Education in the Health Professions, the American Academy of Family Physicians, the American Academy of Nursing, the American Association of Colleges of Nursing, the American Association of Colleges of Osteopathic Medicine, the American Association of Colleges of Pharmacy, the American Association of Nurse Anesthetists, the American Association of Nurse Practitioners, the American Board of Family Medicine, the American Board of Internal Medicine, the American Board of Obstetrics and Gynecology, the American Board of Pediatrics, the American College of Nurse-Midwives, the American College of Obstetricians and Gynecologists, the American Dental Education Association, the American Medical Association, the American Occupational Therapy Association, the American Psychological Association, the American Society for Nutrition, the American Speech-Language-Hearing Association, the Association of American Medical Colleges, the Association of American Veterinary Medical Colleges, the Association of Schools of the Allied Health Professions, the Association of Schools and Programs of Public Health, Atlantic Philanthropies, the Bill & Melinda Gates Foundation, China Medical Board, Council of Academic Programs in Communication Sciences and Disorders, the European Forum for Primary Care, Ghent University, the John A. Hartford Foundation, the John E. Fogarty International Center, the Josiah Macy Jr. Foundation, Kaiser Permanente, the National Academies of Practice, the National Association of Social Workers, the National Board for Certified Counselors and Affiliates, Inc., the National League for Nursing, the National Organization of Associate Degree Nursing, the Physician Assistant Education Association, the Robert Wood Johnson Foundation, the Society for Simulation in Healthcare, the Uniformed Services University of the Health Sciences, and the Veterans Health Administration. The views presented in this publication do not necessarily reflect the views of the organizations or agencies that provided support for the activity.

International Standard Book Number-13: 978-0-309-26349-8
International Standard Book Number-10: 0-309-26349-2

Additional copies of this workshop summary are available for sale from the National Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334-3313; http://www.nap.edu.

For more information about the Institute of Medicine, visit the IOM home page at: www.iom.edu.

Copyright 2013 by the National Academy of Sciences. All rights reserved.

Printed in the United States of America

The serpent has been a symbol of long life, healing, and knowledge among almost all cultures and religions since the beginning of recorded history. The serpent adopted as a logotype by the Institute of Medicine is a relief carving from ancient Greece, now held by the Staatliche Museen in Berlin.

Suggested citation: IOM (Institute of Medicine). 2013. Interprofessional education for collaboration: Learning how to improve health from interprofessional models across the continuum of education to practice: Workshop summary. Washington, DC: The National Academies Press.

Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×

Knowing is not enough; we must apply.
Willing is not enough; we must do.

—Goethe

image

INSTITITE OF MEDICINE
OF THE NATIONAL ACADEMIES

Advising the Nation. Improving Health.

Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×

THE NATIONAL ACADEMIES

Advisers to the Nation on Science, Engineering, and Medicine

The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. Dr. Ralph J. Cicerone is president of the National Academy of Sciences.

The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers. It is autonomous in its administration and in the selection of its members, sharing with the National Academy of Sciences the responsibility for advising the federal government. The National Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engineers. Dr. C. D. Mote, Jr., is president of the National Academy of Engineering.

The Institute of Medicine was established in 1970 by the National Academy of Sciences to secure the services of eminent members of appropriate professions in the examination of policy matters pertaining to the health of the public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional charter to be an adviser to the federal government and, upon its own initiative, to identify issues of medical care, research, and education. Dr. Harvey V. Fineberg is president of the Institute of Medicine.

The National Research Council was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy’s purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in providing services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Ralph J. Cicerone and Dr. C. D. Mote, Jr., are chair and vice chair, respectively, of the National Research Council.

www.national-academies.org

Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×

PLANNING COMMITTEE FOR EDUCATING FOR PRACTICE WORKSHOP SERIES1

LUCINDA MAINE (Co-Chair), American Association of Colleges of Pharmacy

SCOTT REEVES (Co-Chair), University of California, San Francisco

MALCOLM COX, Veterans Health Administration

JAN DE MAESENEER, Ghent University

MADELINE SCHMITT, American Academy of Nursing

HARRISON SPENCER, Association of Schools and Programs of Public Health

GEORGE THIBAULT, Josiah Macy Jr. Foundation

BRENDA ZIERLER, University of Washington

SANJAY ZODPEY, Public Health Foundation of India

___________

1 Institute of Medicine planning committees are solely responsible for organizing the workshop, identifying topics, and choosing speakers. The responsibility for the published workshop summary rests with the workshop rapporteur and the institution.

Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×

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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×

GLOBAL FORUM ON INNOVATION IN HEALTH PROFESSIONAL EDUCATION1

JORDAN COHEN (Co-Chair), George Washington University

AFAF MELEIS (Co-Chair), University of Pennsylvania

KENN APEL, Council of Academic Programs in Communication Sciences and Disorders

CAROL ASCHENBRENER, Association of American Medical Colleges

GILLIAN BARCLAY, Aetna Foundation

MARY BARGER, American College of Nurse-Midwives

TIMI AGAR BARWICK, Physician Assistant Education Association

GERALDINE BEDNASH, American Association of Colleges of Nursing

CYNTHIA BELAR, American Psychological Association

JOANNA CAIN, University of Massachusetts School of Medicine

CAROL CARRACCIO, American Board of Pediatrics (until February 2013)

LINDA CASSER, Association of Schools and Colleges of Optometry

LINCOLN CHEN, China Medical Board

YUANFANG CHEN, Peking Union Medical College

MARILYN CHOW, Kaiser Permanente

ELIZABETH CLARK, National Association of Social Workers

THOMAS CLAWSON, National Board for Certified Counselors and Affiliates, Inc.

DARLA COFFEY, Council on Social Work Education

MALCOLM COX, Veterans Health Administration

JAN DE MAESENEER, Ghent University

MARIETJIE DE VILLIERS, Stellenbosch University

JAMES G. FOX, Association of American Veterinary Medical Colleges

ROGER GLASS, John E. Fogarty International Center

ELIZABETH GOLDBLATT, Academic Consortium for Complementary and Alternative Health Care

MARY JO GOOLSBY, American Academy of Nurse Practitioners (until May 2013)

YUANZHI GUAN, Peking Union Medical College

NEIL HARVISON, American Occupational Therapy Association

DOUGLAS HEIMBURGER, American Society for Nutrition

JOHN HERBOLD, National Academies of Practice

ERIC HOLMBOE, American Board of Internal Medicine

PAMELA JEFFRIES, Johns Hopkins University School of Nursing

RICK KELLERMAN, American Academy of Family Physicians

KATHRYN KOLASA, Academy of Nutrition and Dietetics

____________

1 Institute of Medicine forums and roundtables do not issue, review, or approve individual documents. The responsibility for the published workshop summary rests with the workshop rapporteur and the institution.

Page viii Cite
Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×

JOHN KUES, Alliance for Continuing Education in the Health Professions

MARYJOAN LADDEN, Robert Wood Johnson Foundation

LUCINDA MAINE, American Association of Colleges of Pharmacy

BEVERLY MALONE, National League for Nursing

BETH MANCINI, Society for Simulation in Healthcare

DAMON MARQUIS, Alliance for Continuing Education in the Health Professions (until July 2013)

LEMMIETTA G. MCNEILLY, American Speech-Language-Hearing Association

DONNA MEYER, National Organization of Associate Degree Nursing

FITZHUGH MULLAN, George Washington University

THOMAS NASCA, Accreditation Council for Graduate Medical Education

ANDRE-JACQUES NEUSY, THENet

WARREN NEWTON, American Board of Family Medicine

KELLY WILTSE NICELY, American Association of Nurse Anesthetists

LIANA ORSOLINI, Robert Wood Johnson Foundation Health Policy Fellows

RAJATA RAJATANAVIN, Mahidol University

SCOTT REEVES, University of California, San Francisco

EDWARD SALSBERG, Health Resources and Services Administration, U.S. Department of Health and Human Services (until September 2013)

MADELINE SCHMITT, American Academy of Nursing

NELSON SEWANKAMBO, Makerere University College of Health Sciences

STEPHEN SHANNON, American Association of Colleges of Osteopathic Medicine

SUSAN SKOCHELAK, American Medical Association

HARRISON SPENCER, Association of Schools and Programs of Public Health

RICK TALBOTT, Association of Schools of the Allied Health Professions

GEORGE THIBAULT, Josiah Macy Jr. Foundation

JAN TOWERS, American Academy of Nurse Practitioners

RICHARD VALACHOVIC, American Dental Education Association

SARITA VERMA, University of Toronto

PATRICIA HINTON WALKER, Uniformed Services University of the Health Sciences

SHANITA WILLIAMS, Health Resources and Services Administration, U.S. Department of Health and Human Services

HOLLY WISE, Academic Council of the American Physical Therapy Association

BRENDA ZIERLER, University of Washington

SANJAY ZODPEY, Public Health Foundation of India

IOM Staff

PATRICIA A. CUFF, Senior Program Officer

Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×

RACHEL M. TAYLOR, Associate Program Officer

MEGAN M. PEREZ, Research Assistant

AUDREY AVILA, Intern

NIKITA SRINIVASAN, Intern

CHRISTEN WOODS, Intern

PATRICK W. KELLEY, Senior Board Director

JULIE WILTSHIRE, Financial Officer

Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×

Reviewers

This workshop summary has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the National Research Council’s Report Review Committee. The purpose of this independent review is to provide candid and critical comments that will assist the institution in making its published workshop summary as sound as possible and to ensure that the workshop summary meets institutional standards for objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the process. We wish to thank the following individuals for their review of this workshop summary:

HUGH BARR, University of Westminster, UK

JOHN R. FINNEGAN, JR., University of Minnesota School of Public Health

JILL THISTLETHWAITE, Mayne Medical School, Australia

BRENDA ZIERLER, University of Washington

Although the reviewers listed above have provided many constructive comments and suggestions, they did not see the final draft of the workshop summary before its release. The review of this workshop summary was overseen by Terry T. Fulmer, Northeastern University. Appointed by the Institute of Medicine, she was responsible for making certain that an independent examination of this workshop summary was carried out in accordance with institutional procedures and that all review comments were carefully considered. Responsibility for the final content of this workshop summary rests entirely with the author and the institution.

Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Page xiii Cite
Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Preface

A century after Flexner, Goldmark, and Welsh-Rose revolutionized postsecondary education for health professionals, two significant reports from the Lancet and the Institute of Medicine (IOM) sought to similarly redesign the education of health professionals for the 21st century. The independent Lancet Commission led by Julio Frenk and Lincoln Chen released Health Professionals for a New Century: Transforming Education to Strengthen Health Systems in an Interdependent World. The IOM produced The Future of Nursing: Leading Change, Advancing Health. Both of these reports provide high-level visions for the health professions, but rely on educators to identify, through a process of continuous learning and innovation, the relevant best practices and mechanisms for scaling up proven, improved approaches to integrated health professional education.

To facilitate the implementation of the recommendations from the IOM and Lancet Commission reports, the IOM created an ongoing, evidence-based forum for multidisciplinary exchanges on innovative health professional education initiatives. Known as the Global Forum on Innovation in Health Professional Education, this forum not only convenes stakeholders to illuminate contemporary issues in health professional education, but it also supports an ongoing, innovative mechanism to incubate and evaluate new ideas—a mechanism that is multifocal, multidisciplinary, and global.

Members of the Forum represent multiple government agencies, industry, academia, foundations, and professional associations. They are drawn from developed and developing countries and come together twice yearly for Forum-sponsored workshops. These workshops provide a platform for relationship building across disciplines and sectors. Such diversity within

Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×

the Forum is an essential ingredient for innovation and creativity. With 59 members from 16 disciplines and 8 countries, the Global Forum is well positioned to be a catalyst for positive change. Members are committed to breaking down professional silos that impede communication and cooperation among health educators and health professionals and to addressing issues of social justice and health equity around the globe. In our first two workshops, members of our Forum sought to address “interprofessional education.” The specific interest was in better understanding the relationships between education and practice in hopes of ultimately improving patient care, advancing population health, and increasing the value of the entire health system.

We would like to thank all those who made the workshops and this Forum possible. Without our sponsors, none of this could have happened. We would also like to thank the planning committee and, in particular, the co-chairs Lucinda Maine and Scott Reeves, who adeptly assisted IOM staff in pulling together two fantastic workshop agendas. We express our deepest appreciation to IOM interns Audrey Avila, Nikita Srinivasan, and Christen Woods for their support; to IOM staff members Patricia Cuff, Megan Perez, and Rachel Taylor for their expert guidance; and to Patrick Kelley for his superb leadership as the director of the Board on Global Health.

This report is a summary of what took place at our 2012 Forum-sponsored events and is a testament to the hard work and dedication of all who make up the Global Forum on Innovation in Health Professional Education.

Jordan Cohen, Forum Co-Chair
Afaf Meleis, Forum Co-Chair

Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Page xiii Cite
Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Front Matter." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Every year, the Global Forum undertakes two workshops whose topics are selected by the more than 55 members of the Forum. It was decided in this first year of the Forum's existence that the workshops should lay the foundation for future work of the Forum and the topic that could best provide this base of understanding was "interprofessional education." The first workshop took place August 29-30, 2012, and the second was on November 29-30, 2012. Both workshops focused on linkages between interprofessional education (IPE) and collaborative practice. The difference between them was that Workshop 1 set the stage for defining and understanding IPE while Workshop 2 brought in speakers from around the world to provide living histories of their experience working in and between interprofessional education and interprofessional or collaborative practice.

A committee of health professional education experts planned, organized, and conducted a 2-day, interactive public workshop exploring issues related to innovations in health professions education (HPE). The committee involved educators and other innovators of curriculum development and pedagogy and will be drawn from at least four health disciplines. The workshop followed a high-level framework and established an orientation for the future work of the Global Forum on Innovations in Health Professional Education. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice summarizes the presentations and small group discussions that focused on innovations in five areas of HPE:

1. Curricular innovations - Concentrates on what is being taught to health professions' learners to meet evolving domestic and international needs;

2. Pedagogic innovations - Looks at how the information can be better taught to students and WHERE education can takes place;

3. Cultural elements - Addresses who is being taught by whom as a means of enhancing the effectiveness of the design, development and implementation of interprofessional HPE;

4. Human resources for health - Focuses on how capacity can be innovatively expanded to better ensure an adequate supply and mix of educated health workers based on local needs; and

5. Metrics - Addresses how one measures whether learner assessment and evaluation of educational impact and care delivery systems influence individual and population health.

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