Interprofessional Education for Collaboration Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary (2013) / Chapter Skim
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3 Implementing Interprofessional Education for Improving Collaboration
3 Implementing Interprofessional Education for Improving Collaboration
Pages 25-42
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MAKING THE CASE FOR IPE In the words of Forum and planning committee member George Thibault of the Josiah Macy Jr. Foundation, whose introductory talk addressed why IPE is a key innovation in health professions education, "Interprofessional education is a tool.
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As one of the patient representatives at the workshop indicated, patients are the ones who stand to benefit most from improvements in provider communication and collaboration. Workshop speaker Valentina Brashers, who is part of the University of Virginia's Interprofessional Education Initiative Team, offered an example of achieving improved patient care through IPE, and she addressed the challenge of bridging the gap between IPE and patient care outcomes.
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As Forum member and workshop speaker Gillian Barclay from the Aetna Foundation noted, with such creative modeling comes innovation that resonates throughout the continuum of education and practice. Spencer said that in population health there are two main sets of partners for IPE that can be drawn from either the clinical professions or from the nonclinical professions.
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• How do different institutional designs affect the effectiveness of IPE? Population Health IPE Collaborations with Nonhealth Professions • Public health is inherently multidisciplinary.
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This message was aggressively promoted by workshop speaker Paul Grundy, who is the global director of the IBM Healthcare Transformation. Another way that IPE could decrease costs would be through a decrease in medical errors produced by improved communication.
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To overcome this particular challenge, workshop speaker Dennis Helling, executive director of pharmacy operations and therapeutics at Kaiser Permanente Colorado Region, devised detailed plans for the continuation of the pharmacy service with or without students. In this way, patient care was enhanced by students and was not negatively affected by their absence.
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Nor was this challenge of physical space unique to Uganda. Workshop speaker Steven Chen from the University of Southern California described space as a "huge issue" for him in his work with students in California at the Safety Net Clinics.
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This was one message from Forum member Warren Newton of the American Board of Family Medicine, who led the small group discussing the initiation of collaborative partnerships. From Thibault, the message was, "We've built up cultures that actually reinforce separation, actually sometimes rejoice in separation and in citing differences rather than the commonality that we have across the health professions with a common goal of improving patient care." Those silos are manifested by poorly aligned calendars, inadequate collaborative space, the perceived lack of time necessary to do interprofessional work, and the need for new models of education, he said.
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This point was brought out by Elizabeth Speakman from Thomas Jefferson University (see Box 3-2) and then reiterated by Dawn Forman of Curtin University when Forum co-chair Afaf Meleis from University of Pennsylvania School of Nursing questioned her about the development of interprofessional education at her University.
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Chen says this work was aided significantly by the Center for Medicare and Medicaid Innovation (CMMI) grant that is allowing them to integrate clinical pharmacy services into a network of safety net clinics during the next 3 years.
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In this example, Chen helps students develop or update asthma education materials that are used to teach a monthly student run patient education program on asthma management at a safety net clinic. The class is mandated for all patients with newly diagnosed asthma at the clinic and is an integral part of a clinic-wide asthma management program.
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All stakeholders from Thomas Jefferson University were invited to come together to review the curriculum being proposed by the committee. From these reviews it became evident that a framework was needed for the curriculum.
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Faculty Development In the closing remarks of his presentation, George Thibault focused on the importance of committing time and energy to faculty development in an effort to decrease reluctance about interprofessional education.
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Chen added that when he hosts these seminars, he models them after the Health Resources and Services Administration Patient Safety and Clinical Pharmacy Services and the Institute for Healthcare Improvement's "all teach, all learn" approach. Gillian Barclay reported that at the Aetna Foundation, the WHO definition of IPE -- noted in Chapter 2 in this report -- is modified to read "faculty from two or more professions learn about and with each other to enable effective collaboration and improve health outcomes." In her opinion, if the students can do it, it is important for faculty to also work and learn in the same way.
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The classic high school mixer is not an educational experience, for example. Interprofessional educational experiences need to be planned rigorously with clear educational goals in mind, clear metrics, and measured outcomes, he said.
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IPE Must Accomplish Real Work; It Is Not an End in Itself When the interprofessional educational activity is aligned with reallife situations and challenges, Thibault said, the IPE experience becomes more tangible and applicable to real work. Such an experience has a more lasting and enduring impact and is more valued by learners.
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• The hidden curriculum risks sending conflicting messages to students regarding the value of collaboration. (Brandt)
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2001. Features of primary health care teams associated with successful quality improvement of diabetes care: A qualitative study.
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