An Interprofessional Education Panel on Development, Implementation, and Assessment Strategies

Kahaleh, Abby A.; Danielson, Jennifer; Franson, Kari L.; Nuffer, Wesley; Umland, Elena

doi:10.5688/ajpe79678

Cited by 52 publications

(29 citation statements)

References 33 publications

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“…• Simulation-based learning aligns with elements of experiential learning integral in IPE developing team communication and collaboration [39,44,45,[46][47][48]. Simulations also promote observation-based learning as those not currently involved can observe the roles of their colleagues and reflect [48].…”

Section: Interprofessional Education (Ipe) In Palliative Carementioning

confidence: 99%

“…• Didactic lectures remain critical to provide systematic, core knowledge [42], focusing on roles of different healthcare professionals in Palliative Care [39,[43][44][45] role of interprofessional collaboration as well as concepts of teamwork and collaboration [44].…”

Section: Interprofessional Education (Ipe) In Palliative Carementioning

confidence: 99%

“…Nursing: A formal mentoring program ought to pay careful attention to the matching process [39] and ought to stipulate specific goals, and expectations regarding the process [34].…”

Section: Initiation Of Mentoring and Setting Of Objectivesmentioning

confidence: 99%

See 2 more Smart Citations

Toward an Interprofessional Mentoring Program in Palliative Care - A Review of Undergraduate and Postgraduate Mentoring in Medicine, Nursing, Surgery and Social Work

Jingting¹,

Wahab²,

Ikbal³

et al. 2016

J Palliat Care Med

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Objective: Key to effective Palliative Care is interdisciplinary collaboration and holistic support of members of the multidisciplinary team. Mentoring is increasingly seen as being a critical facet of this process however; there is a dearth of guidance on establishing such a program within the Palliative Care setting. To fill this gap, this review analyzes mentoring programs in medicine, surgery, nursing and social work in order to identify key elements and common facets of successful mentoring programs that can be used to create a multi-professional mentoring program in Palliative Care. Methods:A review of systematic review of undergraduate and postgraduate mentoring programs in medicine, surgery, nursing and social work involving senior clinicians and junior doctors and/or medical students.Results: A total of 20 reviews were included. One review was on mentoring in medicine and nursing, 10 in medicine, 4 in surgery and 5 in nursing. There were no reviews of mentoring in social work. Thematic analysis revealed 3 themes, which were definition of mentoring, components of a mentoring approach and elements of the mentoring process Conclusion: Despite its context sensitive, goal specific and mentee-and mentor-dependent features, common features in mentoring in medicine, surgery and nursing lay the foundation for a learning theory of interprofessional mentoring that can guide construct effective mentorship programs.

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Section: Interprofessional Education (Ipe) In Palliative Carementioning

confidence: 99%

Section: Interprofessional Education (Ipe) In Palliative Carementioning

confidence: 99%

See 1 more Smart Citation

Toward an Interprofessional Mentoring Program in Palliative Care - A Review of Undergraduate and Postgraduate Mentoring in Medicine, Nursing, Surgery and Social Work

Jingting¹,

Wahab²,

Ikbal³

et al. 2016

J Palliat Care Med

View full text Add to dashboard Cite

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“…[4][5][6] Corresponding Author: Lisa Salvati, PharmD, BCACP Department of Pharmacy Practice, Ferris State University Email: lisasalvati@ferris.edu There is a need for assessment tools that examine educational outcomes rather than only attitudes and readiness. 7 A tool that allowed faculty to assess students was needed; the tool should provide direct and clear mapping to the school's abilitybased outcomes (ABOs) and the IPEC Core Competencies for Collaborative Practice (hereafter, IPEC Core Competencies). With the paucity of literature regarding longitudinal assessment of IPE throughout pharmacy curricula, a local workgroup was formed to develop an assessment approach to measure progression and competency of students during IPE learning activities.…”

Section: Introductionmentioning

confidence: 99%

An Approach for the Development and Implementation of an Assessment Tool for Interprofessional Education Learning Activities

et al. 2017

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The Accreditation Council for Pharmacy Education Standards 2016 state that colleges of pharmacy must assess student achievement and readiness to contribute as a member of an interprofessional collaborative patient care team. There are a limited number of assessment tools available to achieve this part of the Standards. The purpose of this Case Study Report is to describe the process that one college of pharmacy took to develop an interprofessional education (IPE) assessment tool to be used for their longitudinal assessment approach for IPE in the didactic portion of the curriculum. Strategies for the development of an assessment tool are provided through three themes: continuous refinement, collaboration and streamlining. Next steps for the implementation of the assessment tool, as well as evaluating its validity and reliability, are discussed.

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“…Kahaleh et al provided recommendations for implementing instructional and assessment strategies for IPE. 19 While a published strategic model does not yet exist, the literature does contain conceptual frameworks for developing a strategic plan for IPE. The University of Toronto advocated for a longitudinal model with three phases: exposure, immersion, and competence.…”

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confidence: 99%

Advancing Interprofessional Education via Strategic Planning

Poirier

Newman

2016

American Journal of Pharmaceutical Education

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Standard 11 of the 2016 Accreditation Council for Pharmacy Education (ACPE) stipulates that the curriculum should prepare all students to be contributing members of an interprofessional team in a variety of practice settings. 1 The team should include prescribers and other health care professionals. The standard indicates that this preparation should occur throughout the curriculum including didactic, introductory pharmacy practice experiences (IPPEs), and advanced pharmacy practice experiences (APPEs). The standard also indicates that schools must demonstrate achievement of the Interprofessional Education Collaborative (IPEC) core competencies. 2 We suggest a strategic plan is needed to effectively address interprofessional education (IPE) throughout the curriculum, including experiential education and addressing challenges and assessment approaches needed for this type of experience to be successful.The current approach to IPE can be described as a series of isolated events. The literature is abundant with individual examples and how they address core competencies, but not one overarching strategic model encompasses Standard 11 in its entirety.3-6 For example, some IPEC competencies are addressed early in the didactic curriculum with classroom teaching, case based study, and team-based projects. [3][4][5] In the experiential setting, IPE is achieved via simulations, service learning, and as a part of IPPEs or APPEs.6-9 Although the latter is not as well documented in the literature, a few examples, such as Hays's study, provided examples of how IPE could be addressed in a community setting through activities that could involve multiple health care providers including, in some cases, a pharmacist. 7 The examples cited are out of the box and atypical of what is normally considered, such as the supermarket visit. Goldstone and Cooley described the development of an interprofessional psychiatric APPE elective that developed communication and collaboration skills in patient-care settings. 9 An emerging focus on prevention education may be another focused area for IPE as pharmacy enhances its public health role. 10Another important area for a strategic model to address is assessment of IPEC competencies. Examples are limited to assessing knowledge and attitudes and sometimes patient care skills but rarely interprofessional skills. Common assessment tools are restricted to surveys, reflections, and preceptor evaluations.11 In their survey, Jones et al indicated 55% of US schools of pharmacy addressed IPE in IPPEs with a variety of formats. However, this data did not indicate if the core competencies were actually developed or assessed during this time.12 It is unclear if schools had a strategic plan for addressing and assessing the IPEC competencies. Additionally, in their literature review, Abu-Rish et al identified inconsistencies and shortcomings in how IPE events are conceptualized and assessed.11 Reeves et al advocated for more robust assessment of the IPE competencies than knowledge and attitudes, such as evalu...

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An Interprofessional Education Panel on Development, Implementation, and Assessment Strategies

Cited by 52 publications

References 33 publications

Toward an Interprofessional Mentoring Program in Palliative Care - A Review of Undergraduate and Postgraduate Mentoring in Medicine, Nursing, Surgery and Social Work

Toward an Interprofessional Mentoring Program in Palliative Care - A Review of Undergraduate and Postgraduate Mentoring in Medicine, Nursing, Surgery and Social Work

An Approach for the Development and Implementation of an Assessment Tool for Interprofessional Education Learning Activities

Advancing Interprofessional Education via Strategic Planning

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