NEWSCalling all NIPEC members! We have open positions on our Leadership Team:
- Director-at-Large (2 positions)
- Nominating Committee Member
Check out the National Center of Interprofessional Practice and Education You Tube channel
Interprofessional Education Collaborative (IPEC) - archive of free webinars
IPEC hosts two annual team-based faculty development institutes to identify and plan institutionally-based projects that embed interprofessional education within their health professions schools. This free collection includes posters describing the development and implementation of these projects.
RECENT IPE PUBLICATION SPOTLIGHT
See updated IPE resources & articles at acapt.org/ipe
An interprofessional teaching approach for medical and physical therapy students to learn functional anatomy and clinical examination of the lower spine and hip
This study presents a model that brings together an interprofessional team of experts to teach functional and clinical anatomy of the lower spine and hip area to medical and physical therapy students. Two groups of medical students (n=60) and physical therapy students (n=77) were designated to two interprofessional clusters, with each cluster of students participating in three workshops, each lasting 40min. Workshops were guided by university anatomists, an orthopedic physician and physical therapists, and each provided. Study results demonstrated an increase in subject-specific competencies in functional and clinical anatomy of the lower spine and hip. Sub-question analyses showed that students learned from each other as well as from an interprofessional team of guiding experts/instructors, though mostly from the latter.
This course offers an appropriate and effective model that brings together an interprofessional team of experts to teach functional and clinical anatomy to medical and physical therapy students. All students learned from the exchange with interprofessional group members as well as the instructors.
González Blum C, Richter R, Fuchs R, Sandeck F, Heermann S. An interprofessional teaching approach for medical and physical therapy students to learn functional anatomy and clinical examination of the lower spine and hip. Ann Anat. 2020. doi: 10.1016/j.aanat.2020.151534. Epub 2020 May 23. PMID: 32450130.
ADDITIONAL RECENT PUBLICATIONS:Other Relevant Recently Published Literature on IPE/C
COVID-19 Interprofessional Considerations
Journal of Interprofessional Care Volume 34 Issue 5
The 24 papers included in this themed issue tackle diverse but complementary topics. Early and mid-career researchers may find the discussion papers in this themed issue of particular value, since these help navigate the new normal of interprofessional health and social care education and research; as well as offer tools, guidance and advice on taking future steps in this field. The reports included in this themed issue exemplify the diverse nature of interprofessional initiatives, concerns and critical discussions that surfaced during the COVID-19 pandemic.
Karpa, K. (2021). Tips for converting interprofessional education sessions from in-person to remote synchronous formats for experiential learning. Journal of Interprofessional Education & Practice 22: 100408. OPEN ACCESS
Overcoming logistical hurdles is not new when planning interprofessional education (IPE) activities. When COVID-19 forced students out of traditional educational environments into learning remotely, additional challenges were thrust upon IPE. This article provides tips to help faculty who must rapidly transition what had been in-person, face-to-face IPE activities to remote, synchronous instructional modes that are interactive, engaging, meet objectives, and encourage subsequent application of knowledge learned. It is hoped that the practical tips presented here will serve as a guide for others to implement effective and engaging IPE sessions delivered remotely to learners.
Woltenberg, L. N., et al. (2020). Fostering an interprofessional learning community of scholars: A model for contemporary faculty development. Journal of Interprofessional Education & Practice: 100390.
Inspired by learning communities, an evidence-based solution to combat faculty burnout, the University of Kentucky Center for Interprofessional Health Education's Faculty Fellows and Associates Program offers a novel approach to contemporary faculty development. The Program utilizes minimal financial resources and modest staff support to accomplish its main objectives: identify and recognize IPE champions, promote and support faculty interprofessional education (IPE) contributions, and demonstrate ongoing institutional commitment to faculty development, engagement, and support. This model simultaneously honors faculty IPE contributions and offers robust professional development, while effectively promoting IPE broadly. To date, members from thirteen different colleges and departments have leveraged the program to create numerous scholarly presentations and publications as well as a broad variety of other creative work. The benefits of the Fellows and Associates Program extend to the next generation of health care providers, the students ultimately inspired by these IPE champions.
Sherman, E., et al. (2020). Does mode matter? Perception of student competence following an IPE communication experience. Journal of Interprofessional Education & Practice 21: 100363.
Background Previous research suggests many of the key competencies comprising effective interprofessional collaboration (IPC) can be improved through interprofessional experiences. However, the optimal design of such experiences remains unclear. Purpose The purpose of this study was to compare the effects of a simulated IPC experience using videoconference versus audio only communication on self-rated interprofessional collaborative competence (ICC) in doctoral nursing and physical therapy students. Methods Students from each cohort were randomized into pairs, receiving either the videoconference or audio only experience during a simulated case. Students completed the Interprofessional Collaborative Competencies Attainment Survey-Revised (ICCAS-R) pre- and post-experience. Discussion Overall, students improved ICCAS-R scores from pre to post (p < .001); however, significant effects for group (p = .713) and group by time (p = .541) were not observed. Conclusion Both methods were effective at enhancing self-reported ICC. Future research should continue to explore optimizing IPC experiences.
Other Relevant Recently Published Literature on IPE/C:
Hermes C, Nydahl P, Blobner M, Dubb R, Filipovic S, Kaltwasser A, Ulm B, Schaller SJ. Assessment of mobilization capacity in 10 different ICU scenarios by different professions. PLoS One. 2020 Oct 15;15(10):e0239853. doi: 10.1371/journal.pone.0239853.. OPEN ACCESS
Witt Sherman D, Flowers M, Alfano AR, Alfonso F, De Los Santos M, Evans H, Gonzalez A, Hannan J, Harris N, Munecas T, Rodriguez A, Simon S, Walsh S. An Integrative Review of Interprofessional Collaboration in Health Care: Building the Case for University Support and Resources and Faculty Engagement. Healthcare (Basel). 2020 Oct 22;8(4):418. doi: 10.3390/healthcare8040418.. OPEN ACCESS
Santucci NM, Jellin J, Davenport TE. Dental and physical therapy faculty collaborate in assessing and educating dental students on musculoskeletal disorders. J Dent Educ. 2020 Aug 24. doi: 10.1002/jdd.12387
Hsia S, Tran DN, Beechinor R, Gahbauer A, Fitzsimmons A, Brock T. Interprofessional peer teaching: The value of a pharmacy student-led pharmacology course for physical therapy students. Curr Pharm Teach Learn. 2020 Oct;12(10):1252-1257. doi: 10.1016/j.cptl.2020.05.010.
Stutzbach J, Jones J, Taber A, Recicar J, Burke RE, Stevens-Lapsley J. A Systems Approach is Needed for In-Hospital Mobility: A Qualitative Metasynthesis of Patient and Clinician Perspectives. Arch Phys Med Rehabil. 2020 Sep 20:S0003-9993(20)30938-2. doi: 10.1016/j.apmr.2020.09.370.