Interprofessional Education: What, Why and How
Heather B Congdon, PharmD, BCPS, CDE
Assistant Dean for Shady Grove and Associate Professor
Co‐Director, UMB Center for IPE
hcongdon@rx.umaryland.edu
Objectives
• Define interprofessional education (IPE) • Explain the importance of IPE in health professions education
• List the four IPE competency domains set forth by the Interprofessional Education Collaborative
• List the barriers of IPE and potential solutions to overcome them
• Provide examples of IPE activities at UMB
IPE IS NOT…
Students from different health professions in the same classroom without reflective interaction.
Pharmacy student
Nursing student
Medical student
Physical Therapy student
IPE IS NOT…
A faculty member from one profession leading a classroom learning experience for students of another profession.
Pharmacy professor
Medical students
IPE IS NOT…
A session in a patient care setting led by an individual from another profession without sharing of decision making or responsibility for patient care.
Medicine professor
Patient
Pharmacy students
IPE IS…
When two or more professions learn with, from, and about each other to improve collaboration and the quality of care.
Centre for the Advancement of Interprofessional Education, UK Picture credit: http://www.aippen.net IPE IS…
Educators and learners from two or more health professions and their foundational disciplines who jointly create and foster a collaborative learning environment.
2005‐2006 AACP COF Interprofessional Education Task Force
Why is IPE Important
• Graduates expected to work in IP teams upon graduation, but rarely taught how to effectively do so while in school.
• Prevent medical errors/ improve health outcomes
• Address health care reform and evolving shortage of primary care providers
• Discipline specific organization and accreditation bodies now strongly encouraging or mandating IPE be infused within curricula
Interprofessional Education Collaborative (IPEC) • 2011 Core Competencies for Interprofessional Collaborative Practice
• American Association of Colleges of Nursing
• American Association of Colleges of Osteopathic Medicine
• American Association of Colleges of Pharmacy
• American Dental Education Association
• Association of American Medical Colleges
• Association of Schools of Public Health
http://www.aacn.nche.edu/education‐resources/ipecreport.pdf
Values/
Ethics
Roles/
Responsibilities
“Work in Interprofessional Teams”
4 Core Competencies
Communication
Teamwork
Teamwork competencies, adapted to IPEC Expert Panel Work
Barriers to IPE
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Professional silos
Scheduling/calendar
Lack of necessary resources
Lack of space
Faculty workload/incentive
***We overcome the barriers with thought,
teamwork and creativity!
What is University of Maryland Doing?
UMB IPE Task Force
Sample of UMB IPE Initiatives
IPE Day •Participation teaches students and faculty…
– How to effectively communicate with professionals outside their area of study
– What skills they can share with other professionals
– How interprofessional communication leads to enhanced quality of care
•Event link: http://um.umaryland.edu/news/press/963
Sample of UMB IPE Initiatives
President’s Clinic
• UMB President Jay Perman, MD, has established an interprofessional educational experience for medicine, pharmacy, nursing, dental, law, and social work students. • Held in his pediatric gastroenterology clinic every Tuesday afternoon. Sample of UMB IPE Initiatives
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Poverty Simulation
Interprofessional DHHS Summer Internship
Jacques Initiative
Didactic Electives
Sample Didactic Elective
Next Steps for IPE at UMB?
• Create structured IPE “curriculum”
– Early exposure experiences (IPE 101)
– Simulation experiences
• Case discussions
• High fidelity simulations
• Team‐based projects
– Experiential learning experiences
• Create and online learning space for students to work on team‐based projects and activities
• Create faculty development workshops surrounding IPE
Questions?