Ready, Set, IPE - Implementing Meaningful Interprofessional Education in a DPT Program
The purpose of this educational session is to provide attendees with an opportunity to explore ways to build or enhance interprofessional education for entry-level DPT programs using the experience of one institution that has been developing a comprehensive interprofessional focus through shared assumptions and course development.
Methods and/or Description of Project
The new Murphy Deming College of Health Sciences (MDCHS) at Mary Baldwin College has as one of its key missions to prepare its graduates for interprofessional and collaborative practice. The programs in PT, OT, PA, and RN-BSN have been included in the development of assumptions, design, and implementation of interprofessional education (IPE). The presenters intend to discuss the recent addition of CAPTE standards related to IPE and collaborative practice, as well as important foundational documents describing IPE. The program will then use the experiences of MDCHS to discuss how the process unfolded and the lessons learned so that others may benefit from these experiences as they explore building or enhancing IPE at their institutions. The session would include activities in which individuals and small groups can complete a brief SWOT analysis related to incorporating IPE into their institutions and programs, and an activity to brainstorm implementation issues for programs and courses. Finally, the session would wrap up with additional questions to consider and resources available to an institution or program exploring IPE.
Attendees will garner a greater understanding of the current concepts and research in the area of interprofessional education, as well as having experiential opportunities during the session to assess their institution and program assets, barriers, and assumptions related to interprofessional education. In addition, the attendees will garner some specific "how to's" for philosophy, program, and course development in this area by hearing "lessons learned" by the presenters. Various resources related to interprofessional education will also be provided. The attendee should then be able to continue the exploration with their faculty and institution to consider ways to pursue planning and implementation of interprofessional education that could meet the new CAPTE expectations.
Conclusions/Relevance to the conference theme: Shaping the Future of Physical Therapy Education
Venturing into meaningful IPE for the first time or expanding what is currently included in a DPT program can be challenging. Having the opportunity to hear from colleagues who are working through these processes, as well as dialogue with other colleagues exploring similar situations can provide helpful ideas and resources to make the movement toward IPE go more smoothly. IPE is certainly an important topic in all health professions education at this time and should be part of "Innovations in Teaching and Learning for PT and PTA Education" going forward. By exploring how to build or expand IPE and progress graduates toward meaningful and effective collaborative practice with other health professionals, we set up our PT and PTA graduates to be leaders in all areas of healthcare. If IPE is done thoughtfully and successfully in more programs around the country, it will definately begin to shape the future of PT education and move us into more collaborative practice models that support the changes happening in healthcare today and into the future.
Barr, H, etal. (2005) Effective interprofessional education:argument, assumption, and evidence. Oxford: Blackwell Publishing.
Bridges, DR et al. (2011). Interprofessional collaboration: three best practice models of interprofessional education. Medical Education Online, 16:6035-DOI:10.3402/meo.v16i0.6035.
Canadian Interprofessional Health Collaborative. (2012). An inventory of quantitative tools measureing interprofessional education and collaborative practice outcomes. Available at http://www.cich.ca.files/CHC_EvalMethods_Final.pdf.
Canadian Interprofessional Health Collaborative. (2010). A national interprofssional competency framework. Available at: http://www.cich.ca/files/CIHC_IPOCompetencies_Feb1210.pdf.
Canadian Interprofessional Health Collaborative (2007). Interprofessional education and core competencies- Literature review. Available at www.cich.ca
Interfprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.
Levine, D, Wren M. (2013). Working Together: Interactive interprofessional learning in the classroom. MedEd Portal Publications, 2013. Available at https://www.mededportal.org/publications/9329
Michalec, B, et al. (2013). Dissecting first year student's perceptions of health professional groups: Potential barriers to interprofessional education. Journal of Allied Health, Winter 2013, 42(4), 202-213.
World Health Organization (2010). Framework for action on interprofessional education and collaborative practice. Available at www.who.int/hrh/resources/framework_action/en.
At the completion of the educational session the participants should be able to:
1. Identify the core competencies for interprofesisonal collaborative practice and how these relate to designing and implementing IPE in a DPT program.
2. Discuss key research in the area of IPE that informs the design and implementation for DPT programs and courses.
3. Apply the results of a SWOT analysis to the strengths and challenges of an institution or a DPT program desiring to build or enhance IPE.
4. Apply various ideas and concepts shared in the program toward design or enhancements of IPE courses or programs at the attendees institution.
5. Identify various resources for IPE that can help institutions or programs with the design or enhancement of IPE.
The 1.5 hour session will be a combination of lecture with powerpoint, large and small group discussion, 2 small group activities, and sharing of resources and experiences from the presenters and the attendees.
Professional Vision and Core Competencies in Interprofessional Collaborative Practice
CAPTE Standards Related to IPE
Evidence to Support IPE and Collaborative Practice
Planning for IPE
Institutional/Program Missions and Visions
Assessing Institutional Resources and Culture
Assets, Barriers and Assumptions
ACTIVITY 1: SWOT Analysis for your Insitution and Program
Implementation of IPE
Realities of Making it Happen at the Insitution and Program
Faculty Buy-In, Scheduling and Faculty Workloads
ACTIVITY 2: Small Group Brainstorming about Implementation Ideas
Large Group sharing of experiences and lessons learned around IPE
Evaluating IPE Courses & Measuring Outcomes
Gaps in the Evidence & Research Opportunities
Helpful Resources for IPE
Q & A