Utilizing Shared Expertise Across Contexts to Engage in Multi-institutional Interprofessional Scholarship

• Published in: Journal of allied health Vol. 48; no. 3; pp. 95E - 100E
• Main Authors: Breitbach, Anthony, Lockeman, Kelly, Gunaldo, Tina, Pardue, Karen, Eliot, Kathrin, Goumas, Amanda, Kettenbach, Ginge, Lanning, Sharon, Mills, Bernice
• Format: Journal Article
• Language: English
• Published: Washington The Association of Schools of Allied Health Professions 01.10.2019; John Colbert; Association of Schools of Allied Health Professions
• Subjects: Academic Achievement; Academic Standards; Accreditation (Institutions); Authoring; Collaboration; Communication (Thought Transfer); Curricula; Education; Evidence; Experiential Learning; Health care delivery; Health Occupations; Health Personnel; Identification methods; Institutional Mission; Institutional Research; Interpersonal Relationship; Interprofessional education; Learning; Learning Experience; Medical personnel; Pedagogy; POTENTIAL PATTERN; Professional Continuing Education; Professional Education; Professional Training; Professionals; Professions; Quality; Researchers; Skills; Staff participation; Student attitudes; Systematic review; Systems Approach; Teaching Methods; Team Training; Teams; Teamwork
• ISSN: 0090-7421; 1945-404X

Interprofessional education (IPE) research has grown dramatically, but it has primarily occurred at single institutions/contexts with unique assessment tools. Comparing pedagogical approaches and assessment tools across contexts and learner levels is necessary to advance the educational preparation of "collaborative-ready" health professionals. One common thread through IPE initiatives is a learning experience that introduces students to the basic tenets of professional roles, communication and collaboration. Commonly accepted objectives focus on competencies such as those defined by the Interprofessional Education Collaborative (IPEC). The IPE Research Collaborative (IPE-RC) brings together researchers from four universities that deliver introductory interprofessional learning experiences seeking to leverage this relationship to improve IPE research in support of collaborative person-centered quality healthcare. Donabedian's quality improvement (QI) model provides a framework of structure, process and outcomes for assessing and improving the quality of healthcare. The IPE-RC operationalized the IPEC competencies in their collaboration using Donabedian's QI model. They demonstrate, using a systematic approach that mirrors interprofessional practice, how researchers from multiple institutions can study learning experiences across different contexts and learner levels to inform best practice for an introductory interprofessional learning experience. J Allied Health 2019; 48(3):e95-e100.