Suggested Citation:"Appendix E: Disruptive Innovations." 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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| Area of IPE | Program/Idea | Description |
| Curricular innovations Concentrates on what is being taught to health professions learners to meet evolving domestic and international needs |
Faculty sharing | Lorna Lynn from the American Board of Internal Medicine presented for her “Better Care” small group. She echoed a common theme of needing greater faculty development but then went on to introduce a new concept. The idea is “faculty sharing.” In this scheme any school or university could use skills and knowledge of any faculty member in any school in order to promote educational understanding of interprofessional education (IPE). |
Suggested Citation:"Appendix E: Disruptive Innovations." 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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| Global collaborative leadership model | The idea is to co-create, develop, and implement a global collaborative leadership model. This model builds on relationships among the South Africa Collaborative, the collaborative in Uganda, and the Indian Collaborative and aims to enhance the cultural applicability of a leadership curriculum. The hope is to apply the lessons learned from each of the country collaboratives about the various ways of addressing and teaching leadership to students and health professionals (see Appendix C for details on the country collaboratives). | |
| Pedagogic innovations Looks at how the information can be better taught to students and where education can take place |
Pass/fail curriculums | In his remarks about trust, Sandeep Kishore, who represented health professional students, observed that a culture of trust on university campuses has given way to stereotypes of competitive students sabotaging the work of fellow learners. He thinks the grading system is one of the triggers preventing collaboration that could be addressed through pass/fail curriculums at the university level. |
Suggested Citation:"Appendix E: Disruptive Innovations." 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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| Jeffersonian dinners | Tina Brashers and other IPE educators from the University of Virginia (UVA) created a social space through what is known at UVA as a Jeffersonian dinner. At this honorific event, key students are invited to sit down with a group of roughly 10 educators to talk through ideas on how the professions could work more effectively together. | |
| Hub-and-spoke model | Mark Earnest at the University of Colorado recognized early on the daunting task of trying to train every clinical preceptor to be an IPE preceptor. As a result, he and his colleagues adopted a “hub-and-spoke” model in which a single preceptor monitors multiple teams working in different settings. When the teams are in their settings, they typically work with their profession-specific preceptors. Following the experience, teams reconvene with the IPE preceptor, who reviews the process with the students. In this model, students learn by experiencing negative as well as positive examples. One of the goals at the University of Colorado is to help learners stay focused on positive examples of collaboration and to become agents of change when the situation dictates a need for greater collaboration. Dawn Forman at Curtin University in Australia also uses the hub-and-spoke model. |
Suggested Citation:"Appendix E: Disruptive Innovations." 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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| Cultural elements Addresses who is being taught by whom as a means of enhancing the effectiveness of the design, development, and implementation of interprofessional health professional education |
Service learning model | In her summary remarks, Forum member Madeline Schmitt noted that the service learning model gets students into the community and gets them there early. But she also pointed out that speakers often found that service learning is disconnected from the clinical experiences that come afterward. In Uganda, where service learning and social accountability are used as an organizing framework for the curriculum, when students go into their clinical experiences, the IPE drops off. Linking IPE and service throughout the continuum of health professional education is a tool for achieving a person-centered perspective. Service learning is a concept that Marietjie de Villiers from South Africa compared to the “helicopter model.” As she says, “We shouldn’t be coming in and providing care. We should be integrating and understanding and learning from the patients and from the people within the community.” |
Suggested Citation:"Appendix E: Disruptive Innovations." 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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| Patients as educators | According to Sally Okun from PatientsLikeMe, trust begins with acknowledging the importance of patient engagement. By partnering with patients, providers and learners gain a better understanding of the needs and concerns of the populations and individuals they are serving. Through better alignment, providers, learners, and patients build trust that can lead to shared values, such as improved use of technology and patient empowerment through data. These data can be generated by patients themselves and shared with students and providers once trust is established. |
Suggested Citation:"Appendix E: Disruptive Innovations." 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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| 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 |
Community colleges | Forum member Warren Newton commented on the cost of U.S. education and perhaps also education in the United Kingdom. This is an unprecedented period of time and change when higher education is being fiscally driven and is experiencing challenges similar to those in medicine with regard to cost, quality, and patient (or student) experience, he said. Community colleges may be one solution to the fiscal obstacles to education. In the United States, 40 percent of adults in higher education are in community colleges. It’s where the new professions that will be needed to transform education will come from in addition to the traditional educational systems. Today’s professional and educational leaders need to understand this broader context when discussing practice redesign. |
| Metrics Addresses how one measures whether learner assessments and the evaluation of educational impact and care delivery systems influence individual and population health. |
MedEdPORTAL | Forum member Carol Aschenbrener who is with the Association of American Medical Colleges received funding from the Macy Foundation to develop an IPE portal on the MedEdPORTAL platform. On this website there is a section for non-peer-reviewed publications called iCollaborative, where anyone can submit ideas and share thoughts on activities under way at their institutions. |
Suggested Citation:"Appendix E: Disruptive Innovations." 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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| Value-added learners | In an effort to integrate learners into Colorado Children’s Hospital, students of Mark Earnest, the director of interprofessional education at the University of Colorado, gathered requested data for the hospital. This is a cost savings for the hospital and an educational bonus for students, who are no longer seen as a burden to the system. | |
| Student educators | Mark Earnest also organizes students to assess how well the hospital teams function. After receiving proper training, the students then observe those clinical teams that volunteered for the activity. Following the observation, feedback is provided to the teams on how they might improve their teamwork. |
Suggested Citation:"Appendix E: Disruptive Innovations." 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.
×
Suggested Citation:"Appendix E: Disruptive Innovations." 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.
×
Suggested Citation:"Appendix E: Disruptive Innovations." 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.
×
Suggested Citation:"Appendix E: Disruptive Innovations." 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.
×
Suggested Citation:"Appendix E: Disruptive Innovations." 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.
×
Suggested Citation:"Appendix E: Disruptive Innovations." 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.
×
Suggested Citation:"Appendix E: Disruptive Innovations." 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.
×
Suggested Citation:"Appendix E: Disruptive Innovations." 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.
×
Suggested Citation:"Appendix E: Disruptive Innovations." 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.
×
