TY - JOUR
T1 - From professional silos to interprofessional education
T2 - Campuswide focus on quality of care
AU - Margalit, Ruth
AU - Thompson, Sarah
AU - Visovsky, Constance
AU - Geske, Jenenne
AU - Collier, Dean
AU - Birk, Thomas
AU - Paulman, Paul Mark
PY - 2009/7
Y1 - 2009/7
N2 - Objectives: The Institute of Medicine called for the integration of interprofessional education (IPE) into health professions curricula, in order to improve health care quality. In response, we developed, implemented, and evaluated a campus wide IPE program, shifting from traditional educational silos to greater collaboration. Methods: Students (155) and faculty (30) from 6 academic programs (nursing, medicine, public health, allied health, dentistry, and pharmacy) engaged with a university hospital partner to deliver this program. The content addressed principles of IPE, teamwork development and 2 common quality care problems: hospital-acquired infections and communication errors. Pre-/post-surveys, the Readiness for Interprofessional Learning Scale, and the Interprofessional Education Perception Scale, were used for descriptive assessment of student learning. Results: Students demonstrated increased understanding of health care quality and interprofessional teamwork principles and reported positive attitudes toward shared learning. While responses to the Readiness for Interprofessional Learning Scale grew more positive after the program, scores on the Interprofessional Education Perception Scale were more homogeneous. Both students and faculty highly evaluated the experience. Conclusion: This program was a first step in preparing individuals for collaborative learning, fostering awareness and enthusiasm for IPE among students and faculty, and demonstrating the feasibility of overcoming common barriers to IPE such as schedule coordination and faculty buy-in.
AB - Objectives: The Institute of Medicine called for the integration of interprofessional education (IPE) into health professions curricula, in order to improve health care quality. In response, we developed, implemented, and evaluated a campus wide IPE program, shifting from traditional educational silos to greater collaboration. Methods: Students (155) and faculty (30) from 6 academic programs (nursing, medicine, public health, allied health, dentistry, and pharmacy) engaged with a university hospital partner to deliver this program. The content addressed principles of IPE, teamwork development and 2 common quality care problems: hospital-acquired infections and communication errors. Pre-/post-surveys, the Readiness for Interprofessional Learning Scale, and the Interprofessional Education Perception Scale, were used for descriptive assessment of student learning. Results: Students demonstrated increased understanding of health care quality and interprofessional teamwork principles and reported positive attitudes toward shared learning. While responses to the Readiness for Interprofessional Learning Scale grew more positive after the program, scores on the Interprofessional Education Perception Scale were more homogeneous. Both students and faculty highly evaluated the experience. Conclusion: This program was a first step in preparing individuals for collaborative learning, fostering awareness and enthusiasm for IPE among students and faculty, and demonstrating the feasibility of overcoming common barriers to IPE such as schedule coordination and faculty buy-in.
KW - Interprofessional education
KW - Quality-care
KW - Teamwork
UR - http://www.scopus.com/inward/record.url?scp=68949116094&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=68949116094&partnerID=8YFLogxK
U2 - 10.1097/QMH.0b013e3181aea20d
DO - 10.1097/QMH.0b013e3181aea20d
M3 - Article
C2 - 19609186
AN - SCOPUS:68949116094
SN - 1063-8628
VL - 18
SP - 165
EP - 173
JO - Quality management in health care
JF - Quality management in health care
IS - 3
ER -