How’s That IPE Org Chart Working for You?: Organizational Models of Interprofessional Practice and Education in the US

Since the release of the IPEC competencies in 2011 (IPEC, 2011 and 2016), the addition of interprofessional education to many health professions education programs requirements (Vlasses & Zorek, 2016), and the recommendations of the Joint Accreditors Collaborative in 2019, there has been an increase in the integration of interprofessional curriculum and experiences (Greer et al, 2014; Congdon, 2016). However, little is known about how systems to support interprofessional practice and education (IPE) are actually organized in the United States. Building upon existing literature, a task force was charged by the American Interprofessional Health Collaborative (AIHC) and the National Center for Interprofessional Practice and Education (National Center) to design and administer a survey that explores the current status of how IPE is organized in the United States.

The purpose of this seminar is to share the results of the nation-wide survey and provide an opportunity for participant discussion, recommendations and identification of potential next steps, thereby supporting the summit theme of evaluation, assessment and use of informatics in interprofessional practice and education.

Learner Outcomes:

In small groups, participants will:

1. Consider ways in which the survey meets or does not meet its original intent.

2. Debate whether results are useful since collected pre-COVID-19.

3. Identify 3 major takeaways from the findings.

4. Identify 2 or 3 recommendations based on survey results and/or the process.

Active Learning Strategies:

Divide participants in small groups for discussion and debate of the 4 topics described as learner outcomes.

Ask participants to provide 1 or 2 takeaways from the survey and discussion as part of the seminar’s summary.

Measurable Outcomes:

The 4 specific learner outcomes will provide deliverables in terms of lists or discussion points. These will act as measurable outcomes of participant engagement and workshop benefit.

Seminar Outline:

Discussion of survey including background, process, and results (15 minutes)

Divide into small groups to complete objectives (30 minutes)

Summary or major takeaways and recommended next steps let by participants and facilitators (15 minutes)

References:

Congdon, H.B. (2016). Interprofessional Education (IPE) practices at universities across the United States with an established IPE infrastructure in place. Journal of Education & Practice, 5 (2016): 53-38.

Greer, A.G., Clay, M., Blue, A., Evans, C.H., & Garr, D. (2014). The status of interprofessional education and interprofessional prevention education in academic health centers: A national baseline study. Academic Medicine, 98(5), 799-805.

Interprofessional Education Collaborative. (2016).

Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative.

Vlasses, P.H. & Zorek, J.A. (2016). Interprofessional education accreditation standards across US health professions. National Center for Interprofessional Practice and Education, Inaugural Learning Together at the Nexus: National Center Summit on the Future of IPE, Minneapolis, MN, August 22 & 23, 2016.