Chris Shaffer, MIS
Laura Zeigen, MA, MLIS
User Experience Librarian
Todd Hannon, MLIS
Reference Instruction & Outreach Librarian
Loree Hyde, MLIS
Reference Instruction & Outreach Librarian
Welcome to the Interprofessional Education Portal
The Institute of Medicine and others have clearly demonstrated that when healthcare professionals understand each others' roles and are able to work effectively together, patient outcomes improve (IOM,2003). Since then a growing number of studies have linked nurse-physician collaboration with improved patient outcomes. Yet despite these consistent findings, most professional education takes place in silos, with students of various disciplines having little if any opportunity to interact meaningfully around patient care issues.
Health inter-professional education occurs "when members of more than one health and/or social care profession learn interactively together, for the explicit purpose of improving inter-professional collaboration and/or the health/well-being of patients." Evidence suggests that inter-professional education is most successful when faculty from different professions co-create the learning experiences; when the inter-professional education learning experiences are embedded in the curricula and required for students; that inter-professional education experiences begin early and are sustained across the curriculum; and that students have experiential opportunities to learn collaboration, teamwork, and how it relates to the delivery of safe, quality care. It is also evident that inter-professional education leads to improved attitudes toward teams and improved team skills.
Like most health professions universities and academic health centers, OHSU has numerous challenges in designing and implementing inter-professional education. These include differing academic calendars, conflicting course schedules, mismatch in course content, non alignment of course content for different levels of learners, lack of institutional policies for sharing course credit among schools, a lack of knowledge as to the areas of faculty expertise within and across our schools, and large numbers of students dispersed throughout the state who will require inter-professional education opportunities.
Interprofessional Education Committee Recommendations
1) In recognizing that interprofessional teams will play a major role in the healthcare delivery of the future, OHSU should make interprofessional education a core element in the education of all its health professions students. This strong commitment to interprofessional education should be made a prominent with explicit language in the revised version of Vision 2020.
2) As a first step to achieving this goal, the Deans Council should charge key education leaders in each school to create opportunities that promote the concept of interprofessional education and make them happen in the upcoming academic year. Key education leaders should also be charged with developing case-based modules or experiences related to the following seven themes: Roles & Reform; Teams & Conflict; Organizational Change & Leadership; Quality & Safety; Global Health; Ethics; Geriatrics; and Clinical Care. These modules should consist of experiential, on-line and in-class activities and be made available to students entering Autumn 2010, although not all modules need to be developed by the start of the academic year. The expertise within Academic Technology, the Library and other units should be leveraged where appropriate in the creation of these modules or experiences
3) OHSU should ensure their interprofessional activities follow with best practices and standards accepted by national and international organizations such as the American and the Canadian Interprofessional Health Collaboratives.
4) The Provost should charge the Deans to work together to better align their academic calendars and, where possible, to synchronize class schedules, course objectives and core competencies to better promote interprofessional student interaction.
5) The Provost should form a task force to develop a business plan to support ongoing interprofessional education activities. This business plan should be completed by the start of FY12
6) Academic administrators should enhance awareness of interprofessional learning opportunities across the institution by developing a website that catalogs interprofessional activities and provides information about how students and faculty can participate.
7) The Provost should charge Academic Technology, the Library and other units to work with key education leaders in each school to create continuing professional development courses and opportunities for faculty to better prepare them for teaching in an interprofessional manner. Faculty development courses in instructional design and instructional technology should also be developed to increase the skills of educators throughout the institution.
8) All new education space, be it new construction or remodeling of existing facilities, should be designed to promote team-based education while allowing for individual skills development, leverage modern technologies where possible and provide informal gathering places for students of all professions to interact.