Abstract
Objective: The theory of deliberate practice has been applied to many skill-based performance activities. The primary aim of this project was to integrate synergistic principles from deliberate practice and consensus-derived competencies for interprofessional education into a framework upon which educational models to advance interprofessional experiential education (IEE) might be built.Methods: CINAHL, ERIC, and MEDLINE databases were searched using the keywords “deliberate practice” and “interprofessional education,” both individually and in combination. Relevant articles were selected from the catalog based on support for the premise of the project. Defining characteristics of deliberate practice were distilled with particular emphasis on their application to the Interprofessional Education Collaborative's (IPEC) core competencies. Recommendations for IEE development were identified through the synthesis of deliberate practice principles and IPEC competencies.Results: There is a high degree of synergy between deliberate practice principles and IPEC competencies. Our synthesis of the literature yielded a cyclical four-step process to advance IEE: (1) implement an IEE plan guided by the student's strengths/weaknesses and in consideration of the collaborative practice skills they wish to develop, (2) engage in IPE experiences that will challenge targeted skills according to the IEE plan, (3) embed frequent opportunities for student reflection and preceptor/team feedback within IEE plan, and (4) revise the IEE plan and the IPE experience based on insights gained during step 3.Conclusion: The cyclical four-step process synthesized through this literature review may be used to guide the development of new IEE models. The purposeful development of IEE models grounded in a theory that has already been operationalized in other skill-based performance areas is an important step to address expanding accreditation standards throughout the health professions mandating interprofessional education for pre-licensure health professional students.
Highlights
Interprofessional practice and education (IPE) has been identified as a mechanism capable of impacting the Triple Aim in healthcare; namely, improving the patient experience with care, improving the health of populations, and reducing the per capita cost of health care (Berwick et al, 2008)
The IPE movement in the United States is well underway, bolstered by decades of work from the National Academy of Medicine, professional academic associations [Interprofessional Education Collaborative (IPEC, 2011a)], and federal legislation [House Office of the Legislative Counsel (HOLC, 2010)] that gave rise to the National Center for IPE based in Minneapolis, Minnesota [National Center for Interprofessional Practice and Education (NCIPE, 2016)]
Defining characteristics of deliberate practice were distilled with particular emphasis on their application to the Interprofessional Education Collaborative’s (IPEC) core competencies
Summary
Interprofessional practice and education (IPE) has been identified as a mechanism capable of impacting the Triple Aim in healthcare; namely, improving the patient experience with care, improving the health of populations, and reducing the per capita cost of health care (Berwick et al, 2008). Experiential learning allows students to be fully immersed in their future professional environment and learn aspects of their job beyond that which can be learned passively in classroom settings (Anderson and Thorpe, 2010). Students in this environment can experience interprofessional teamwork first hand, in the context of direct patient care. An aging population with multiple chronic conditions, as well as new scientific discoveries require both providers and non-clinical members of the healthcare team to work together in a cooperative manner [Interprofessional Education Collaborative (IPEC, 2011a; Nandan and Scott, 2014)]
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