“Breaking” into IPE: A Report
from the CAPCSD IPE Committee
Kenn Apel, PhD – University of South Carolina
Robert Moore, PhD – University of South Alabama
Elizabeth Gavett, M.A. – Boston University
John McCarthy, PhD – Ohio University
Carolyn Higdon, PhD – University of Mississippi
• Interprofessional Education (IPE): When two or
more professions learn about, from, and with
each to foster effective collaboration and
improve outcomes and the quality of care
(Thistlethwaite & Nisbet, 2007; WHO, 2010)
• Interprofessional (collaborative) practice: When
two or more professionals effectively collaborate
together to improve outcomes and the quality of
care for their client/patient. There is no
preconceived hierarchy (WHO, 2010)
Background History for Council
• Recognized importance of IPE/IPP
– Became active member of IOM’s Global Forum on
Innovation in Health Professional Education in (2011)
– Provided membership on ASHA’s Ad Hoc Committee
on Interprofessional Education (2013)
– Endorsed the Core Competencies for Interprofessional
Collaborative Practice (2013)
– Developed an initial IPE resource web page (2013)
– Developed an IPE Committee (2014)
– Held presentations on IPE at CAPCSD conferences
(2013, 2014, 2015)
WHAT ARE THE CORE
COMPETENCIES OF IPE/IPP?
• Values/Ethics: Work with other professions to maintain a climate of
mutual respect and shared values
• Roles/Responsibilities: Use the knowledge of one’s own role and those
of other professions to assess and address the healthcare needs of the
patients and populations
• Teams and Teamwork: Apply relationship-building values and principles
of team dynamics to perform effectively in different team roles to plan
and deliver patient/population-centered care that is safe, timely,
efficient, effective, and equitable
• Interprofessional Communication: Communicate with patients,
families, communities, and other professionals in a responsive and
responsible manner that supports a team approach to the maintenance
of health and the treatment of disease.
(Interprofessional Education Collaborative Expert Panel, 2011)
CAPCSD IPE Committee
• Main Objectives
– To help member programs understand IPE and
their role in it, and
– To help member programs “break into” IPE
activities within their institutions (or, in some
cases, across institutions)
• To address these objectives, the committee
has decided to create a series of web pages
CAPCSD IPE Committee
• CAPCSD IPE Web Pages
– What is IPE?
– Stories about IPE (for the
rationale/outcomes/support of IPE)
– How one gets started with IPE
– Resources (current models of IPE, helpful links,
etc.)
(Front Page)
• WHAT IS INTERPROFESSIONAL EDUCATION (IPE)?
– IPE is when two or more professions learn about, from, and with each
to foster effective collaboration and improve outcomes and the quality
of care (e.g., Thistlethwaite & Nisbet, 2007; WHO, 2010).
• WHAT IS INTERPROFESSIONAL PRACTICE (IPP)?
– IPP is when two or more professionals effectively collaborate together
to improve outcomes and the quality of care for their client/patient.
With IPP, there is no preconceived hierarchy (e.g., WHO, 2010).
• WHAT ISN’T IPE AND IPP?
– IPE isn’t happening when two or more professions learn side by side
each other, with no interaction or no learning from each other. IPE is
not the same as multi- or transdisciplinary interactions.
– IPP isn’t happening when two or more professionals are serving the
same client/patient but not working collaboratively as a team, with a
preconceived hierarchy.
• WAYS TO USE THIS WEBSITE:
– Learn more about the rationale, outcomes, and support for your
involvement in IPE/IPP through resources and personal narratives
– Learn how you can get started with IPE
– Find IPE/IPP resources
(new page) RATIONALE FOR IPE/IPP
• What is driving IPE and IPP?
– Unsustainably increasing cost of medical care
– The Affordable Care Act
– Changes in payment methods (e.g., bundled payments, value-based
purchasing)
– Increasing calls/demands for quality, efficiency, and accountability by
regulators, health care rating organizations, accrediting bodies,
employers, commercial payers, and the public
• Why IPE?
– The assumption is that improved IPE will lead to improved IPP, which
will lead to improved health/educational outcomes. There are some
data to indicate this assumption. Six studies assessing effectiveness of
IPE intervention vs. uniprofessional or no education intervention
(Reeves, Goldman, Burton, & Sawatzky-Girling, 2010; Cochrane
database, 2008)
– Four studies showed positive outcomes in knowledge & skills,
increased patient satisfaction, decreased errors, and increased
collaborative behavior
– Two showed no impact on practice or care
• Do SLPs and audiologists have a special niche in
the new health care system? Is IPP only a
medical issue?
– SLPs and audiologists, besides their specialty areas,
need to emphasize they excel in the area of spoken
and written communication and health literacy. IPP
affects the educational setting because of Medicaid
(much of IPE/IPE is being driven because of changes in
medical reimbursement). Additionally, given that
IPE/IPP is focused on improved outcomes and the
quality of care, the same model can and should be
applied to educational settings.
(new page) GETTING STARTED IN IPE
• What are the core competencies of IPE/IPP?
(Interprofessional Education Collaborative Expert Panel,
2011).
– Values/Ethics: Work with individuals of other professions to
maintain a climate of mutual respect and shared values
– Roles/Responsibilities: Use the knowledge of one’s own role and
those of other professions to appropriately assess and address
the healthcare needs of the patients and populations served
– Teams and Teamwork: apply relationship-building values and
the principles of team dynamics to perform effectively in
different team roles to plan and deliver patient/populationcentered care that is safe, timely, efficient, effective, and
equitable
– Interprofessional Communication: Communicate with patients,
families, communities, and other health professionals in a
responsive and responsible manner that supports a team
approach to the maintenance of health and the treatment of
disease.
• What Does Quality IPE Look Like?
(Thistlethwaite & Nisbet, 2007)
– Interdisciplinary team plans activities
• Learning outcomes
• Metrics for measuring success
– Within these activities, students
• Compare and contrast their roles
– Learning is . . .
• Interactive
• Experiential
• Reflection time
– Activities
• Challenge stereotypes
• Break down hierarchies
• Potential IPE Learning Outcomes
(Thistlethwaite & Nisbet, 2007)
– Understanding others’ roles, expertise, and value
– Enhancing communication and team-working
skills with others
– Developing flexibility in leadership role
– Understanding shared goals
• What are some potential ways to infuse IPE into my course?
– Discuss the importance of IPE/IPP and how it relates to your content
area.
– Discuss/highlight the four core competency domains in your content
area(s) http://www.aacn.nche.edu/educationresources/ipecreport.pdf
• Values/Ethics: Work with individuals of other professions to maintain a
climate of mutual respect and shared values
• Roles/Responsibilities: Use the knowledge of one’s own role and those of
other professions to appropriately assess and address the healthcare
needs of the patients and populations served
• Teams and Teamwork: apply relationship-building values and the principles
of team dynamics to perform effectively in different team roles to plan and
deliver patient/population-centered care that is safe, timely, efficient,
effective, and equitable
• Interprofessional Communication: Communicate with patients, families,
communities, and other health professionals in a responsive and
responsible manner that supports a team approach to the maintenance of
health and the treatment of disease.
– Ask other professionals to guest lecture on how their roles and
responsibilities dovetail with professionals in your particular
specialty area.
– Determine whether there are ways to link with other professional
areas to have joint lectures that include students from those areas.
• How do I get IPE started at my institution?
– For examples of how other members have helped start IPE at
their institutions, click here.
• What are some examples of IPE activities other
programs have been conducting?
– For examples of IPE activities conducted at other member
program institutions, including the variety of professions
involved, click here.
• What have been some of the hurdles members have
faced with IPE, and how have they dealt with them?
– For examples of challenges faced by members when
developing and implementing IPE activities and programs,
and how they have dealt with them, click here.
• Additional literature on ‘Getting Started’
– Reeves, Goldman, & Oandasan (2007)
– Rheault & Tappert (PPT presentation)
(new page) IPE/IPE RESOURCES
Resources available through ASHA
• http://www.asha.org/academic/questions/Interp
rofessional-Education/
• http://www.asha.org/academic/questions/challe
nges-to-preprofessional-programs-incsd/?utm_source=asha&utm_medium=enewslett
er&utm_campaign=accessar100313
• Perspectives on Issues in Higher Education (SIG
10): Interprofessional Education:
http://sig10perspectives.pubs.asha.org/issue.asp
x
Resources available from other comprehensive sites
• IOM Global Forum on Innovation in Health Professional Education:
http://www.iom.edu/Reports/2013/Interprofessional-Educationfor-Collaboration.aspx
• LEAP (Learning from Effective Ambulatory Practices:
http://www.rwjf.org/en/about-rwjf/newsroom/features-andarticles/the-leap-project.html
• National Center for Interprofessional Education and Practice:
https://nexusipe.orgThomas
• Jefferson University – Jefferson Center for Interprofessional
Education website:
http://www.jefferson.edu/university/interprofessional_education.h
tml (see interesting Resources section which includes some videos
and newsletters)
• UCSF Center for Health Professions, Innovative Workforce Models:
http://futurehealth.ucsf.edu/Public/CenterResearch/Home.aspx?pid=539
Sample university sites for IPE collaboratives:
• Ohio University’s site for IPE activities:
http://ipefacts.com
• University of Colorado:
http://www.ucdenver.edu/academics/degrees/he
alth/REACH/About/Pages/default.aspx
• University of New England – Biddeford, Maine
http://www.une.edu/wchp/ipec
• University of South Carolina: http://ipe.sc.edu/
• University of Washington:
http://collaborate.uw.edu/
Sample IPE activities:
• Ohio University: http://padlet.com/mccarthy_jw/ipefacts
Selected References
• Bridges, D. R., Davidson, R. A., Odegard, P. S., Maki, I. V., & Tomkowiak, J.
(2011). Interprofessional collaboration: three best practice models of
interprofessional education. Medical education online, 16.
• Buring, S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W.,
Hansen, L., & Westberg, S. (2009). Interprofessional education: definitions,
student competencies, and guidelines for implementation. American
Journal of Pharmaceutical Education, 73(4).
• Buring, S. M., Bhushan, A., Brazeau, G., Conway, S., Hansen, L., &
Westberg, S. (2009). Keys to successful implementation of
interprofessional education: learning location, faculty development, and
curricular themes. American journal of pharmaceutical education, 73(4).
• Cochrane Database. http://www.cochrane.org/
• Interprofessional Education Collaborative Expert Panel. (2011). Core
competencies for interprofessional collaborative practice: Report of an
expert panel. Washington, D.C.: Interprofessional Education Collaborative.
Selected References
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Moore, V. (2012). Assessing health literacy. The Journal for Nursing Practitioners, 8, 243244.
Oandasan, I., & Reeves, S. (2005). Key elements for interprofessional education. Part 1:
The learner, the educator and the learning context. Journal of Interprofessional
care, 19(S1), 21-38.
Oandasan, I., & Reeves, S. (2005). Key elements of interprofessional education. Part 2:
Factors, processes and outcomes. Journal of Interprofessional Care, 19(S1), 39-48.
Reeves, S., Goldman, J., Burton, A., & Sawatzky-Girling, B. (2010). Synthesis of
systematic review evidence of interprofessional education. Journal of Allied Health, 39
(1), 198-203.
Saxon, R.L., & Oprescu, F.I. (2014). Extended roles for allied health professionals an
updated systematic review of the evidence. Journal of Multidisciplinary Healthcare, 7,
479-488. doi: http://dx.doi.org/10.2147/JMDH.S66746
Silver, I. L., & Leslie, K. (2009). Faculty development for continuing interprofessional
education and collaborative practice. Journal of Continuing Education in the Health
Professions, 29(3), 172-177.
Steinert, Y. (2005). Learning together to teach together: Interprofessional education and
faculty development. Journal of interprofessional care, 19(S1), 60-75.
Thistlewaite. J., & Nisbet, G. (2007. Interprofessional education: What’s the point and
where we’re at… The Clinical Teacher, 4, 67-72. ; World Health Organization (2010).
World Health Statistics 2010. WHO Press, Geneva, Switzerland.
US Department of Health and Human Services (2010). Healthy People. Understanding
and improving Health, Chapter 11. http://www.hrsa.gov/healthliteracy
Wolf, M.S., Feinglass, J., Thompson, J., & Baker, D.W. (2010). In search of ‘low health
literacy’: Threshold vs. gradient effect of literacy on health status and mortality. Social
Science & Medicine, 70, 1335-1341.
Demonstration Videos
Concept
How to get IPE started
Getting the “troops” on board
Hurdles/challenges
Ideas for integrating into the
curriculum
IPE activities
IPE educational model
Students’ perspectives
How to develop IPP
IPP sustainability
Committed Members