8 April 2011 | Diane R. Bridges, MSN, RN, CCM1*, Richard A. Davidson, MD, MPH2, Peggy Soule Odegard, PharmD, BCPS, CDE, FASCP3, Ian V. Maki, MPH3 and John Tomkowiak, MD, MOL4
This paper discusses three best practice models of interprofessional education (IPE) at three universities: Rosalind Franklin University of Medicine and Science, the University of Florida, and the University of Washington. Each model emphasizes different aspects of IPE, including didactic programs, community-based experiences, and interprofessional-simulation experiences. The didactic program focuses on team building, knowledge of professions, patient-centered care, service learning, and cultural impact on healthcare. The community-based experience highlights how interprofessional collaborations serve patients and how the environment and resources affect health status. The interprofessional-simulation experience involves clinical team skills training through formative and summative simulations to enhance communication and leadership skills.
Key elements for successful IPE include understanding professional identities, commitment from departments and colleges, curricular mapping, mentor and faculty training, a sense of community, adequate physical space, technology, and community relationships. Administrative support, interprofessional programmatic infrastructure, committed faculty, and recognition of student participation are also crucial for the success of IPE programs. The paper concludes with recommendations for best practices and emphasizes the importance of IPE in improving healthcare outcomes.This paper discusses three best practice models of interprofessional education (IPE) at three universities: Rosalind Franklin University of Medicine and Science, the University of Florida, and the University of Washington. Each model emphasizes different aspects of IPE, including didactic programs, community-based experiences, and interprofessional-simulation experiences. The didactic program focuses on team building, knowledge of professions, patient-centered care, service learning, and cultural impact on healthcare. The community-based experience highlights how interprofessional collaborations serve patients and how the environment and resources affect health status. The interprofessional-simulation experience involves clinical team skills training through formative and summative simulations to enhance communication and leadership skills.
Key elements for successful IPE include understanding professional identities, commitment from departments and colleges, curricular mapping, mentor and faculty training, a sense of community, adequate physical space, technology, and community relationships. Administrative support, interprofessional programmatic infrastructure, committed faculty, and recognition of student participation are also crucial for the success of IPE programs. The paper concludes with recommendations for best practices and emphasizes the importance of IPE in improving healthcare outcomes.