Journal Article10.1002/CHP.20032
Faculty Development for Continuing Interprofessional Education and Collaborative Practice.
Ivan Silver,Karen Leslie +1 more
73
TL;DR: Strategic planning, including the application of a systems approach, attention to the principles of effective learning, and an outcomes-based curriculum design are recommended for the development of continuing IPE faculty development programs that enhance interprofessional collaboration.
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Abstract: This article proposes a framework for faculty development in continuing interprofessional education (CIPE) and collaborative practice. The framework is built on best practices in faculty development and CIPE. It was informed by local experience in the development, delivery, and evaluation of a faculty development program to promote capacity for dissemination of concepts relating to interprofessional education (IPE) and interprofessional collaboration (IPC) in health care environments. Interprofessional education has been demonstrated in clinical contexts to enhance interprofessional collaboration, patient care, and health outcomes. With curriculum design, teaching methods, and educational strategies in faculty development, it is possible to enhance the impact of IPE in clinical contexts. Faculty development activities themselves can model effective interprofessional education methods and practice. An IPE curriculum and teaching and education strategies are outlined. Strategic planning, including the application of a systems approach, attention to the principles of effective learning, and an outcomes-based curriculum design are recommended for the development of continuing IPE faculty development programs that enhance interprofessional collaboration.
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Citations
Interprofessional collaboration in research, education, and clinical practice: working together for a better future
Bart N. Green,Claire Johnson +1 more
TL;DR: An overview of interprofessional collaboration in the areas of clinical practice, education, and research is provided; barriers to collaboration are discussed; and potential means to overcome them are suggested.
462
Current trends in interprofessional education of health sciences students: a literature review.
Erin Abu-Rish,Sara Kim,Lapio Choe,Lara Varpio,Elisabeth Malik,Andrew A. White,Karen Craddick,Katherine Blondon,Lynne Robins,Pamela R. Nagasawa,Allison Thigpen,Lee Ling Chen,Joanne Rich,Brenda K. Zierler +13 more
TL;DR: Although most studies reported outcomes in student learning about professional roles, team communication and general satisfaction with IPE activities, a review identified inconsistencies and shortcomings in howIPE activities are conceptualized, implemented, assessed and reported.
450
Interprofessional Education and Practice Guide No. 1: developing faculty to effectively facilitate interprofessional education
Leslie W. Hall,Brenda K. Zierler +1 more
TL;DR: Peer learning arising from a faculty development community, adaptation of curricula to fit local context, experiential learning, and ongoing coaching/mentoring were among the key elements of this successful faculty development activity.
200
Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators
Courtney West,Lori Graham,Ryan T. Palmer,Marissa Fuqua Miller,Erin K. Thayer,Margaret L. Stuber,Linda Awdishu,Rachel A. Umoren,Maria Wamsley,Elizabeth A. Nelson,Pablo Joo,James W. Tysinger,Paul George,Patricia A. Carney +13 more
TL;DR: A need for effective faculty development as well as measures to examine the link between IPE learning outcomes and patient outcomes were identified.
Refinement of the Interprofessional Socialization and Valuing Scale (ISVS-21) and Development of 9-Item Equivalent Versions.
TL;DR: The ISVS-21 is a refined measure to assess existing levels of IP socialization in practitioners and students, and relateIP socialization to other important constructs such as IP collaboration and the development of an IP identity.
130
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