Preparing Students for Team-Based Care for Vulnerable Populations

The past decade witnessed momentum toward redesigning the U.S. health care system with the intent to improve quality of care. To achieve and sustain this change, health professions education must likewise reform to prepare future practitioners to optimize their ability to participate in the new paradigm of health care delivery. Recognizing that interprofessional education (IPE) is gaining momentum as a crucial aspect of health care professions training, this article provides an introduction to IPE programs from three different academic health centers, which were developed and implemented to train health care practitioners who provide patient-centered, collaborative care. The three participating programs are briefly described, as well as the processes and some lessons learned that were critical in the process of adopting IPE programs in their respective institutions. Critical aspects of each program are described to allow comparison of the critical building blocks for developing an IPE program. Among those building blocks, the authors present information on the planning processes of the different institutions, the competencies that each program aims to instill in the graduates, the snapshot of the three curricular models, and the assessment strategies used by each institution. The authors conclude by providing details that may provide insight for academic institutions considering implementation of IPE programs.

Interdisciplinary collisions: Bringing healthcare professionals together

Attitudes toward Healthcare Teamwork between Osteopathic Medical Students in an Interprofessional or Intraprofessional Clinical Education Program

IntroductionOne of the core pharmacist competencies in genomics focuses on collaborating as a member of an interprofessional team as the pharmacogenomics expert. These teams may include genetic counselors, who are naturally suited to collaborate with pharmacists in the provision of pharmacogenomics‐based care. Interprofessional education (IPE) in clinical pharmacogenomics is needed to encourage pharmacist‐genetic counselor collaboration, especially within a real‐world, patient care setting.ObjectiveTo describe the creation and impact of a novel, intentional interprofessional experiential education learning experience in clinical pharmacogenomics for pharmacy and genetic counseling students.MethodsPharmacy and genetic counseling students participated in intentional interprofessional experiential education in clinical pharmacogenomics within a multidisciplinary pharmacogenomics clinic. Each IPE experience occurred during a single clinic day with two pharmacy students and one genetic counseling student when the clinical site was not actively hosting Advanced Pharmacy Practice Experience students. The students engaged in intentional educational activities before, during, and after the clinic to support their understanding of clinical pharmacogenomics and interprofessional collaborative practice. The impact of this intentional interprofessional experiential education activity was assessed retrospectively through thematic analysis of written student reflections.ResultsDuring the 2023–2024 academic year, a total of 36 pharmacy and genetic counseling students were invited to participate in the clinical pharmacogenomics IPE activity. Of this group, 34 students participated and completed a written reflection on their experience. Themes identified in the written reflections were consistent with the four Interprofessional Education Collaborative (IPEC) core competencies. Student comments also elucidated how they intend to apply what they have learned to their future health care careers.ConclusionThis IPE model involving pharmacy and genetic counseling students within a pharmacogenomics clinic is sustainable, impactful, and addresses both the core competencies in genomics for pharmacists and the IPEC core competencies for interprofessional collaborative practice.

Interprofessional Education and Collaboration: An Evidence-Based Approach to Optimizing Health Care is a groundbreaking text in the field of interprofessional education (IPE) and interprofessional collaborative practice (IPCP). As the health care industry continues to grow, it is critical that those entering health care careers possess interprofessional competency and a collaborative skill set. As such, the World Health Organization and academic program accreditors have amplified their calls for interprofessional training. This text guides the reader through the core competencies for interprofessional collaborative practice that have been set by the Interprofessional Education Collaborative (IPEC) and takes an inclusive approach to the education standards set by professional programs that are members of the Health Professions Accreditors Collaborative (HPAC), including the Commission on Accreditation of the Athletic Training Education (CAATE). Authored by a team of experts representing seven health care professions, this text uses simple definitions and uniform terminology to supply a foundational basis for IPE and IPCP. Introductory topics include building professional t`knowledge of self and others, creating a culture for teams, building interprofessional relationships, and fostering collaboration. Later chapters move beyond the basics to provide guidance in leading interprofessional teams, managing conflict, and sustaining the interprofessional effort. Interprofessional Education and Collaboration offers a unique pedagogical structure that links IPE concepts with IPCP strategies by connecting research with evidence-based practices. Case studies create opportunities to assimilate and discuss IPE concepts. To optimize student engagement and comprehension, each chapter contains the following valuable learning aids: • Each chapter begins with a Case Study that presents a realistic IPCP scenario. At the close of each chapter, the case study is revisited to apply the chapter themes to the case study, and three to five discussion questions are supplied. • Collaborative Corner sidebars aid comprehension with reflective questions or statements related to chapter topics. This feature will facilitate collaborative learning as students share their interprofessional perspectives. • Tools of IPE sidebars equip readers with resources such as surveys, inventories, and activities to implement in their daily practice. • EBP of Teamship sidebars showcase contemporary research articles and findings. This feature reinforces the connection between IPE and IPCP by summarizing relevant research and supplying corresponding evidence-based ICPC strategies. As leading health care institutions continue to prioritize IPE and IPCP, educators have a responsibility to shape the future of health care through an interprofessional curriculum. Interprofessional Education and Collaboration is focused on developing a dual identity that leads to intentional behaviors designed to improve patient outcomes through IPCP. Readers will conclude this text with a firm understanding of IPE concepts and IPCP implementation strategies that aim to create change in daily practice and improve the impact of health care.

Application of validated instruments to assess university-wide interprofessional service-learning experiences

Application and Student Perceptions of the PEEER© Model for Effective Healthcare Team Communications

Framing the Future: Exploring Inter-Professional Education and Practice in an Undergraduate Course

Celebrating the Culture of Interprofessional Collaboration in Athletic Training

An interprofessional education workshop focusing on pain management and prescription opioid abuse

Online clinical learning for interprofessional collaborative primary care practice in a refugee Community-Centered Health Home

Today I received my AARP Bulletin (yes, I am that old) and, to my delight, the first article tells of high-tech ways to stay healthy (Migala, 2015). AARP, with 37 million members, is the second largest member organization in the United States (T. Schreier, personal communication, April 6, 2015). Its members can be segmented into three life stages: 34 percent are baby boomers (ages 50-64), 33 percent are late boomers (ages 65-74), and 23 percent are of the silent/greatest generation (age 75 plus). Migala (2015) quotes Thomas Hale, executive director for Mercy Virtual, who states: "New technologies allow more patients access to physicians and specialists, strengthen the doctor-patient relationship and allow you to obtain on-demand treatment." She then describes the benefits (with a few cautionary remarks) of nine tools that can help improve one's health: health apps, electronic medical portals, at-home disease monitoring, crowdsourcing (such as Crowdmed.com or Patientslikeme.com), telestroke, fitness devices, virtual doctors, virtual counseling, and videoconferencing. Mercy Virtual, by the way, provides telehealth services to help care providers in three areas: ConnectNow (Connecting), SafeWatch (monitoring), and CareEngage (managing) (http://mercytelehealth.com/services/). Think about the 37 million AARP members reading about these advances in health care technologies. Now think about their children or caretakers, who will want to explore the options available for their aging parents or loved ones. I can imagine that some of these people will be asking their health care professionals which of these services, if any, are available for them now. As the momentum builds, it will become imperative that we prepare our future nurse graduates to practice in the world of connected health. For me, it was validating to see this message being relayed to AARP members. After all, several of my previous columns focused on these high-tech tools. And, at the University of Colorado College of Nursing, we have started to include connected health learning opportunities in our curriculum. WHAT WE ARE DOING In 2012, the college of nursing received a HRSA advanced nursing education training grant focused on interprofessional education (IPE) and the use of technologies. To be eligible for this grant, applicants had to incorporate interprofessional (IP) competencies as part of the curriculum and explore the use of technologies to facilitate IPE. We partnered with the school of pharmacy and, on occasion, with the school of medicine. The i-TEAM (Interprofessional Technology Enhanced Advanced Practice Model) project prepares advanced practice nurses (APNs) to function in an IP collaborative practice providing high quality health care in rural and medically underserved urban areas. The primary goal is to prepare a cadre of APNs with the requisite Interprofessional Education Collaborative competencies (Interprofessional Education Collaborative Expert Panel, 2011) to provide technology-enhanced collaborative care within the health care system. To do so, we offer learning opportunities through the master's core informatics course, advanced practice courses (team-based experiences with both standardized and virtual patients), and team-based clinical experiences employing digital health tools. Graduates will demonstrate the four core IP competencies (values/ethics, roles and responsibilities, IP communication, and teams and teamwork) as defined by the Interprofessional Education Collaborative Expert Panel (2011) and the five Institute of Medicine (2003) health care professionals' core competencies: Informatics, Quality Improvement, Evidence-Based Practice, Patient-Centered Care, and Team-Based Care. Following are some grant-funded examples of our work with digital tools. Foundations of Health Care Informatics In this required core course for both master's and doctor of nursing practice students, one module is focused on the use of digital tools to encourage patient, family, caregiver, and consumer engagement in their health care. …

Today I received my AARP Bulletin (yes, I am that old) and, to my delight, the first article tells of high-tech ways to stay healthy (Migala, 2015). AARP, with 37 million members, is the second largest member organization in the United States (T. Schreier, personal communication, April 6, 2015). Its members can be segmented into three life stages: 34 percent are baby boomers (ages 50-64), 33 percent are late boomers (ages 65-74), and 23 percent are of the silent/greatest generation (age 75 plus). Migala (2015) quotes Thomas Hale, executive director for Mercy Virtual, who states: New technologies allow more patients access to physicians and specialists, strengthen the doctor-patient relationship and allow you to obtain on-demand treatment. She then describes the benefits (with a few cautionary remarks) of nine tools that can help improve one's health: health apps, electronic medical portals, at-home disease monitoring, crowdsourcing (such as Crowdmed.com or Patientslikeme.com), telestroke, fitness devices, virtual doctors, virtual counseling, and videoconferencing. Mercy Virtual, by the way, provides telehealth services to help care providers in three areas: ConnectNow (Connecting), SafeWatch (monitoring), and CareEngage (managing) (http://mercytelehealth.com/services/). Think about the 37 million AARP members reading about these advances in health care technologies. Now think about their children or caretakers, who will want to explore the options available for their aging parents or loved ones. I can imagine that some of these people will be asking their health care professionals which of these services, if any, are available for them now. As the momentum builds, it will become imperative that we prepare our future nurse graduates to practice in the world of connected health. For me, it was validating to see this message being relayed to AARP members. After all, several of my previous columns focused on these high-tech tools. And, at the University of Colorado College of Nursing, we have started to include connected health learning opportunities in our curriculum. WHAT WE ARE DOING In 2012, the college of nursing received a HRSA advanced nursing education training grant focused on interprofessional education (IPE) and the use of technologies. To be eligible for this grant, applicants had to incorporate interprofessional (IP) competencies as part of the curriculum and explore the use of technologies to facilitate IPE. We partnered with the school of pharmacy and, on occasion, with the school of medicine. The i-TEAM (Interprofessional Technology Enhanced Advanced Practice Model) project prepares advanced practice nurses (APNs) to function in an IP collaborative practice providing high quality health care in rural and medically underserved urban areas. The primary goal is to prepare a cadre of APNs with the requisite Interprofessional Education Collaborative competencies (Interprofessional Education Collaborative Expert Panel, 2011) to provide technology-enhanced collaborative care within the health care system. To do so, we offer learning opportunities through the master's core informatics course, advanced practice courses (team-based experiences with both standardized and virtual patients), and team-based clinical experiences employing digital health tools. Graduates will demonstrate the four core IP competencies (values/ethics, roles and responsibilities, IP communication, and teams and teamwork) as defined by the Interprofessional Education Collaborative Expert Panel (2011) and the five Institute of Medicine (2003) health care professionals' core competencies: Informatics, Quality Improvement, Evidence-Based Practice, Patient-Centered Care, and Team-Based Care. Following are some grant-funded examples of our work with digital tools. Foundations of Health Care Informatics In this required core course for both master's and doctor of nursing practice students, one module is focused on the use of digital tools to encourage patient, family, caregiver, and consumer engagement in their health care. …

Together we stand, divided we fall: Interprofessional collaborative practice competencies from Malaysian medical professionals' perspectives

Effectiveness of simulation-based interprofessional education for nursing students: A mixed-methods study.