Centre For The Advancement Of Interprofessional Education Research Articles

Introduction: Interprofessional Education (IPE) and Pharmaceutical Education: Saitama Interprofessional Education Project.

In 2002, the Centre for the Advancement of Interprofessional Education (CAIPE) defined interprofessional education (IPE) as: Interprofessional Education occurs when two or more professions learn with, from, and about each other to improve collaboration and the quality of care. Since 2005, also in Japan, IPE has been introduced within educational institutions to train professionals in healthcare and welfare. Within pharmaceutical education, to acquire the "10 qualities required for pharmacists" indicated by revised model core curricula for pharmaceutical education in 2015, IPE is thought quite important. Meanwhile, highly advanced medical treatment is rapidly developing, and as a consequence home healthcare and long-term care must also be enlarged. As a countermeasure, an integrated community care system must be established, and pharmacists will be responsible for urgent tasks within the system. Four universities-Prefectural University, Saitama Medical University, Josai University, and the Nippon Institute of Technology-decided to implement a collaborative project with the philosophy of "realizing high-quality lifestyles for local residents". This project was adopted by the Ministry of Education, Culture, Sports, Science and Technology as a Program for Promoting Inter-University Collaborative Education for fiscal year 2012. In this symposium, I report on the relationship between this initiative and pharmacy education, as well as discuss expectations of IPE for pharmacist education in the future.

Trial of interprofessional education for effective IPW

To work collaboratively in healthcare practice, health professionals should learn not only the competencies of their own specialties but also those of other professions so as to promote effective interprofessional work (IPW), thus optimizing patient/client outcomes. For this reason interprofessional education (IPE) is urgently needed. Since the establishment of Centre for the Advancement of Interprofessional Education (CAIPE) in 1987, many IPE programs have been developed and implemented worldwide. Currently, our Japan Society for Instructional Systems in Healthcare (JSISH) IPE program project team is conducting a study to develop an effective and versatile IPE program according to the framework of instructional design (ID). The main categories of learning goals of our program are intellectual skills and attitudes among Gagne's five categories. Therefore we designed our program to start from the drama (skit or video) of a bad example of IPW for learners to see and discuss the barriers of interprofessional collaboration. The drama of IPW seems to enhance attention and relevance for learners; both of which are components of the ARCS model. We expect every health professional including pharmacists to learn about IPW competencies through participating in our IPE program, enabling us further to pursue the ideal patient/client/family-centered care together.

Using workshops as a tool to deliver interprofessional learning

Workshops are used widely as a tool in both education and industry for brainstorming, problem solving, sharing knowledge, skills and raising awareness of issues. In this international initiative, workshops were chosen as the educational delivery tool for interprofessional learning (IPL) due to their flexible, interactive and collaborative nature. In 2009, Australia and New Zealand were developing the experience and expertise required to facilitate IPL effectively with diverse groups of participants with differing needs. An international collaborative connection was fostered with the UK Centre for the Advancement of Interprofessional Education (CAIPE) to access expertise already existing in the UK. This expertise was combined with the developing facilitation skills within Australasia in a series of ten workshops. Over three hundred health and social care practitioners, educators, policy makers and planners participated. The tour was neither funded nor designed as a formal research study. After the tour, feedback was received from institutions and participants on the impact of the tour as a whole and of individual workshops. This feedback indicated that the workshops had acted as a catalyst and impetus for further interprofessional learning and development and collaboration in practice. They had been effective in delivering interprofessional learning.

The power of prepositions: A taxonomy for interprofessional education

This is the second paper in a two-part series. The first paper presented a study that provided a more contextual description of the commonly applied definition of interprofessional education (IPE) offered in 2002 by the Centre for the Advancement of Interprofessional Education (CAIPE) in the UK. The study's results confirm and consolidate key characteristics of IPE by exploring the meaning of with, from and about. This second paper presents a proposed taxonomy for IPE that may serve to inform emerging applications for IPE in the context of education, service delivery and policy. This paper contributes to an emerging understanding of IPE that will support competency development and sound curriculum design, continuing professional development and evaluation of the impact of IPE and collaboration on health outcomes.

The power of prepositions: Learning with, from and about others in the context of interprofessional education

This paper is the first of a two-part series. It presents a research study that aimed to provide a more contextual description of the commonly applied definition of interprofessional education (IPE) offered in 2002 by the Centre for the Advancement of Interprofessional Education (CAIPE) in the UK: “when two or more professions learn with, from and about each other to improve collaboration and quality of care.” The study confirmed and consolidated key characteristics of IPE by exploring the meaning of with, from and about. The words with, from and about were regarded as complex. Words describing learning with each other included active engagement, co-location and equally valued. Concepts linked to learning about included knowing about people outside their professional role and interaction. Learning from others was characterized by trust, respect and confidence in others' knowledge. Although learning about others was described as the first part of learning with, from and about, there were mixed views on whether learning with or from formed the second part of the definition. Based on this work, the second paper in this series presents a proposed taxonomy for IPE that may serve to inform emerging applications for IPE in the context of education, service delivery and policy. This research contributes to an emerging understanding of IPE that will support competency development and sound curriculum design, continuing professional development and evaluation of the impact of IPE and collaboration on health outcomes.

An account of my life.

This is the eighth instalment of the autobiography of John Horder. It was originally written for his grandchildren to read. John is a founding father of modern general practice. He was doing his medical finals when the NHS was founded in 1948 and has been an active advocate of whole person, family and community-oriented general practice ever since. He was one of the two founders of the Leeuwenhorst European Study Group that defined the job description of a general practitioner in 1974. He was president of the Royal College of General Practitioners between 1979 and 1982. He assisted the setting up of general practice educational bodies in several western European countries, especially Yugoslavia and Portugal. He has been a tireless supporter of inter-disciplinary learning and founded the Centre for the Advancement of Inter-professional Education (CAIPE) in 1987. He lives in Primrose Hill with his wife Elizabeth June, who was also his partner in general practice. Abridged by Layla Stock (Ealing PCT).

An account of my life

This is the seventh instalment of the autobiography of John Horder. It was originally written for his grandchildren to read. John is a founding father of modern general practice. He was doing his medical finals when the NHS was founded in 1948 and has been an active advocate of whole person, family and community-oriented general practice ever since. He was one of the two founders of the Leeuwenhorst European Study Group that defined the job description of a general practitioner in 1974. He was president of the Royal College of General Practitioners between 1979 and 1982. He assisted the setting up of general practice educational bodies in several western European countries, especially Yugoslavia and Portugal. He has been a tireless supporter of inter-disciplinary learning and founded the Centre for the Advancement of Inter-professional Education (CAIPE) in 1987. He lives in Primrose Hill with his wife Elizabeth June, who was also his partner in general practice. Abridged by Layla Stock (Ealing PCT).

An account of my life.

This is the sixth instalment of the autobiography of John Horder. It was originally written for his grandchildren to read. John is a founding father of modern general practice. He was doing his medical finals when the NHS was founded in 1948 and has been an active advocate of whole person, family and community-oriented general practice ever since. He was one of the two founders of the Leeuwenhorst European Study Group that defined the job description of a general practitioner in 1974. He was President of the Royal College of General Practitioners between 1979 and 1982. He assisted the setting up of general practice educational bodies in several Western European countries, especially Yugoslavia and Portugal. He has been a tireless supporter of inter-disciplinary learning and founded the Centre for the Advancement of Inter-professional Education (CAIPE) in 1987. He lives in Primrose Hill with his wife Elizabeth June, who was also his partner in general practice. Abridged by Layla Stock (Ealing PCT).

An account of my life.

This is the fifth instalment of the autobiography of John Horder. It was originally written for his grand-children to read. John is a founding father of modern general practice. He was doing his medical finals when the NHS was founded in 1948 and has been an active advocate of whole person, family and community-oriented general practice ever since. He was one of the two founders of the Leeuwenhorst European Study Group that defined the job description of a general practitioner in 1974. He was President of the Royal College of General Practitioners between 1979 and 1982. He assisted the setting up of general practice educational bodies in several Western European countries, especially Yugoslavia and Portugal. He has been a tireless supporter of inter-disciplinary learning and founded the Centre for the Advancement of Inter-professional Education (CAIPE) in 1987. He lives in Primrose Hill with his wife Elizabeth June, who was also his partner in general practice. Abridged by Layla Stock (Ealing PCT).

The effectiveness of interprofessional education in university based health professional programs: A systematic review

The effectiveness of interprofessional education in university based health professional programs: A systematic review

The effectiveness of interprofessional education in university based health professional programs: A systematic review.

The effectiveness of interprofessional education in university based health professional programs: A systematic review.

An account of my life.

This is the fourth instalment of the autobiography of John Horder. He intended it to be read solely by family and friends. However LJPC persuaded him to serialise it for a wider readership. The autobiography as a whole is an important piece of history. It is remarkable for its humanity, perception and humility - much like the man himself. John is a founding father of modern general practice. He was doing his medical finals when the NHS was founded in 1948 and has been an active advocate of whole person, family and communityoriented general practice ever since. He became active in the College of General Practitioners shortly after its formation in 1952 and before it gained its Royal Charter in 1967. He was one of the two founders of the Leeuwenhorst European Study Group that defined the job description of a general practitioner in 1974. He was President of the RCGP between 1979 and 1982. He assisted the setting up of general practice educational bodies in several Western European countries, especially Yugoslavia and Portugal. He has been a tireless supporter of inter-disciplinary learning and founded the Centre for the Advancement of Inter-professional Education (CAIPE) in 1987. He lives in Primrose Hill with his wife Elizabeth June, who was also his partner in general practice. Abridged by Layla Stock (Ealing PCT).

An account of my life.

This is the third instalment of the autobiography of John Horder. He intended it to be read solely by family and friends. However LJPC persuaded him to serialise it for a wider readership. The autobiography as a whole is an important piece of history. It is remarkable for its humanity, perception and humility - much like the man himself. John is a founding father of modern general practice. He was doing his medical finals when the NHS was founded in 1948 and has been an active advocate of whole person, family and community-oriented general practice ever since. He became active in the College of General Practitioners shortly after its formation in 1952 and before it gained its Royal Charter in 1967. He was one of the two founders of the Leeuwenhorst European Study Group that defined the job description of a general practitioner in 1974. He was President of the RCGP between 1979 and 1982. He assisted the setting up of general practice educational bodies in several Western European countries, especially Yugoslavia and Portugal. He has been a tireless supporter of inter-disciplinary learning and founded the Centre for the Advancement of Inter-professional Education (CAIPE) in 1987. He lives in Primrose Hill with his wife Elizabeth June, who was also his partner in general practice. Abridged by Layla Stock (Ealing PCT).

An account of my life.

This is the first instalment of the autobiography of John Horder. He intended it to be read solely by family and friends. However the London Journal of Primary Care subsequently persuaded him to let us serialise it for a wider readership. Those of you who are registered with the journal will be informed when new chapters are posted on the website. The autobiography as a whole is an important piece of history. It is remarkable for its humanity, perception and humility - much like the man himself. John is a founding father of modern general practice. He was doing his medical finals when the NHS was founded in 1948 and has been an active advocate of whole person, family and community-oriented general practice ever since. He became active in the College of General Practitioners shortly after its formation in 1952 and before it gained its Royal Charter in 1967. He was one of the two founders of the Leeuwenhorst European Study Group that defined the job description of a general practitioner in 1974. He was President of the RCGP between 1979 and 1982. He assisted the setting up of general practice educational bodies in several Western European countries, especially Yugoslavia and Portugal. He has been a tireless supporter of interdisciplinary learning and founded the Centre for the Advancement of Inter-professional Education (CAIPE) in 1987. He lives in Primrose Hill with his wife Elizabeth June, who was also his partner in general practice. Abridged by Maria Guihen (Ealing PCT).

An account of my life.

This is the second instalment of the autobiography of John Horder. It was originally written for his grandchildren to read. The autobiography as a whole is an important piece of history. It is remarkable for its humanity, perception and humility - much like the man himself. John is a founding father of modern general practice. He was doing his medical finals when the NHS was founded in 1948 and has been an active advocate of whole person, family and community-oriented general practice ever since. He was one of the two founders of the Leeuwenhorst European Study Group that defined the job description of a general practitioner in 1974. He was President of the Royal College of General Practitioners between 1979 and 1982. He assisted the setting up of general practice educational bodies in several Western European countries, especially Yugoslavia and Portugal. He has been a tireless supporter of inter-disciplinary learning and founded the Centre for the Advancement of Inter-professional Education (CAIPE) in 1987. He lives in Primrose Hill with his wife Elizabeth June, who was also his partner in general practice. Abridged by Maria Guihen (Ealing PCT).

Learning together in medical and nursing training: aspirations and activity.

Policy documents about service innovation, education priorities and professional development exhort professions to learn together and work collaboratively. However, the literature suggests that the existence of shared learning in medical and nursing pre-qualifying education is patchy. This paper does not claim to be research. It sets out to reflect on the trends and tensions in key policy directions, relating these to aspirations and a mapping of current intiatives in the sphere of medical and nursing pre-qualifying education. A limited national information gathering exercise was conducted during the planning phase of seminars hosted by the Centre for the Advancement of Interprofessional Education (CAIPE) in 1996 and 1997. This involved directly contacting all medical schools and departments of nursing and midwifery in geographical proximity, or with an institutional relationship. Information was sought on current or planned activity in shared learning, defined as medical and nursing students and/or working together. EMERGING THEMES: There were a few examples of shared learning identified by the mapping exercise. The paper discusses these and draws on the consensus that emerged from the seminars on objectives and topics for shared learning. It concludes with a discussion of what makes for success or failure in such ventures with suggestions for future educational policy development.