Interprofessional education: tips for design and implementation
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Interprofessional education: tips for design and implementation Christie van Diggele1,2*, Chris Roberts2,3, Annette Burgess2,3 and Craig Mellis4
Abstract Interprofessional education (IPE) is a critical approach for preparing students to enter the health workforce, where teamwork and collaboration are important competencies. IPE has been promoted by a number of international health organisations, as part of a redesign of healthcare systems to promote interprofessional teamwork, to enhance the quality of patient care, and improve health outcomes. In response, universities are beginning to create and sustain authentic and inclusive IPE activities, with which students can engage. A growing number of health professionals are expected to support and facilitate interprofessional student groups. Designing interprofessional learning activities, and facilitating interprofessional groups of students requires an additional layer of skills compared with uniprofessional student groups. This article outlines the key points for planning and practicing interprofessional facilitation within the classroom and clinical setting. Keywords: Interprofessional education, Multidisciplinary, Facilitation, Teamwork, Collaboration
Background The World Health Organisation (WHO) Framework for Action on Interprofessional Education and Collaborative Practice (2010), states that “Interprofessional education occurs when two or more professionals learn about, from and with each other to enable effective collaboration and improve health outcomes” [1]. In an increasingly complex healthcare system, members of the health service delivery team need to collaborate with each other to accomplish common goals to improve the patient’s experience and outcomes [2, 3]. There is international agreement that health professional students should be prepared for practice by experiencing Interprofessional Education (IPE). Many international health organisations have promoted IPE in the context of an aging population, limited financial resources, and the recognition of a need to redesign the healthcare system to improve * Correspondence: [email protected] 1 The University of Sydney, Faculty of Medicine and Health, The University of Sydney, Edward Ford Building A27, Sydney, NSW 2006, Australia 2 The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia Full list of author information is available at the end of the article
teamwork between disciplines, enhance quality of patient care, and improve health outcomes [2, 4]. Universities have been challenged to create and maintain authentic IPE activities that are inclusive of all cohorts [4]. It is critical for health professional students and graduates to engage with the IPE opportunities that they are presented with across various clinical environments at the level of prequalification and pre-registration [5]. Despite the abundance of IPE reviews targeting staff, there is a paucity of gu
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