Development of a Global, Interprofessional, Learning Community of Practice
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EDUCATIONAL CASE REPORT
Development of a Global, Interprofessional, Learning Community of Practice Nadine J. Kaslow 1 & Elsa Friis-Healy 1 & Daniel M. Hoke Jr 1 & Benyam Worku Dubale 2 & Barkot Milkias Shamebo 2 & Isatou Jatta 3 & Robert O. Cotes 1 Received: 14 February 2020 / Accepted: 15 July 2020 # Academic Psychiatry 2020
Growing recognition of the complex, interconnected world we live in has led to global approaches to education in which diverse people partner to address multifaceted problems that go beyond borders [1, 2]. Global learning initiatives within healthcare have come to the forefront as globalization requires healthcare professionals to amass competencies to practice safely, investigate meaningfully, and teach healthcare trainees to thrive [3]. Another impetus for this shift within healthcare education is the global health movement, which prioritizes equality for all people worldwide by integrating population-based prevention with individual-level care [4]. With global health’s emphasis on interdisciplinary partnerships [4], global learning programs are optimized if they are interprofessional [5]; interprofessional training is consistent with trends in healthcare education within the United States (US) [6–8]. Interprofessional education conducted globally is critical for overcoming healthcare challenges [9]. Global, interprofessional educational initiatives within academic psychiatry can foster collaboration and creative scholarship and expression and reduce professional isolation [10]. Learning communities of practice (CoP) offer one vehicle for convening faculty from across the globe in a collegial, collaborative environment that bolsters their teaching [10–12]. CoP are groups of individuals bound together informally by common experiences and shared passions for pursuing a new endeavor [13]. CoP in healthcare typically enhance
* Nadine J. Kaslow [email protected] 1
Emory University, School of Medicine, Atlanta, GA, USA
2
Addis Ababa University, School of Medicine, Addis Ababa, Ethiopia
3
Georgia State University, College of Arts and Sciences, Atlanta, GA, USA
clinical practice [14] and are interprofessional in nature, but are based primarily within one healthcare institution [15]. An exception to this is in the global health field, where CoP commonly include members from different countries. Given their promise, CoP could be used to empower educators in multiple ways, including in the effective use of educational technologies. This Educational Case Report details the development and implementation of a global, interprofessional CoP designed to equip behavioral health faculty in academic psychiatry departments in two countries (US, Ethiopia) to employ innovative educational and supervisory technologies. This focus is timely; interprofessional education must train faculty to implement cutting-edge technologies to teach future healthcare professionals and scientists [9]. Doing so within a global CoP advances trans-national interprofessional learning and behavioral health education.
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