Convening Activity Publication: Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary (2013)
In 2012, the Global Forum on Innovation in Health Professional Education held its first two workshops, focusing on linkages between interprofessional education (IPE) and collaborative practice. The workshops set the stage for understanding IPE and provided living histories of speakers from around the world who shared experiences working in and between interprofessional education and interprofessional or collaborative practice. This publication summarizes the workshops.
Convening Activity Publication: Establishing Transdisciplinary Professionalism for Improving Health Outcomes: Workshop Summary (2013)
This publication looks at professionalism among the different health professions and considers whether it might be possible for all the health professions to share a common understanding of professionalism with each other (in a transdisciplinary fashion) and with society (through a social contract), and have that understanding be practiced and promoted in the education of all health professionals.
Convening Activity Publication: Assessing Health Professional Education: Workshop Summary (2013)
The content covered at the workshop and captured in this publication involves assessing core competencies particularly within interprofessional
education and health professional collaborations that include patient-centered health care teams. Discussions at the workshop helped describe these competencies and explored the challenges, opportunities, and innovations in assessment across the education-to-practice continuum.
Convening Activity Publication: Building Health Workforce Capacity Through Community-Based Health Professional Education: Workshop Summary (2014)
In setting the stage for the workshop that is summarized in this publication, the first speaker reminded participants of the importance of learning from and with communities for understanding the values and challenges faced by the community they serve. It was later remarked that health systems are of the community, thus reinforcing the importance of bidirectional learning. Innovative examples of community-based learning that followed this idea were presented and discussed.
Convening Activity Publication: Empowering Women and Strengthening Health Systems and Services Through Investing in Nursing and Midwifery Enterprise: Lessons from Lower-Income Countries: Workshop Summary (2015)
Experts in women’s empowerment, development, health systems’ capacity building, social enterprise and finance, and nursing and midwifery explored the intersections between and among these domains. Innovative and promising models for more sustainable health care delivery that embed women’s empowerment in their missions were examined. This publication highlights examples and explores broad frameworks for existing and potential intersections of different sectors that could lead to better health and well-being of women around the world, and how lessons learned from these examples might be applied in the United States.
Consensus Study Report: Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes (2015)
Whereas considerable research has focused on student learning in interprofessional education (IPE), only recently have researchers begun to look beyond the classroom and beyond learning outcomes for the effect of IPE on such issues as patient safety, patient and provider satisfaction, quality of care, health promotion, population health, and the cost of care. The Forum members wanted to know what data and metrics are needed to evaluate the effect of IPE on individual, population, and system outcomes. To answer this question, the individual sponsors of the Forum sponsored an Institute of Medicine study to examine the existing evidence on this complex issue and consider the potential design of future studies that could expand this evidence base.
Convening Activity Publication: Envisioning the Future of Health Professional Education: Workshop Summary (2015)
This publication summarizes a workshop where Forum members focused on envisioning the future of health professional education in light of the Lancet Commission Report. The workshop aimed to explore the implications that shifts in health, policy, and the health care industry could have on health professional education and workforce learning; to identify learning platforms that could facilitate effective knowledge transfer with improved quality and efficiency; and to discuss opportunities for building a global health workforce that understands the role of culture and health literacy in perceptions and approaches to health and disease.
Consensus Study Report: A Framework for Educating Health Professionals to Address the Social Determinants of Health (2016)
The World Health Organization defines the social determinants of health as “the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life.” These forces and systems include economic policies, development agendas, cultural and social norms, social policies, and political systems. Educating health professionals in and with communities negatively affected by the social determinants of health can generate awareness among those professionals about the potential root causes of ill health, contributing to more effective strategies for improving health and health care for underserved individuals, communities, and populations. This is the context in which the expert committee of the National Academies of Sciences, Engineering, and Medicine developed a high-level framework for educating health professionals to address social determinants of health. The committee’s framework aligns education, health, and other sectors to better meet local needs in partnership with communities. The individual sponsors of the Forum sponsored this study.
Convening Activity Publication: Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education: Proceedings of a Workshop (2016)
The purpose of accreditation is to build a competent health workforce by ensuring the quality of training taking place within those institutions that have met certain criteria. It is the combination of institution or program accreditation with individual licensure—for confirming practitioner competence—that governments and professions use to reassure the public of the capability of its health workforce. This workshop explored global shifts in society, health, health care, and education, and their potential effects on general principles of program accreditation across the continuum of health professional education. This publication summarizes the workshop.
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