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n feild of pall care ideal ipe topic table 3

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INTERPROFESSIONAL EDUCATION SUPPLEMENT Keys to Successful Implementation of Interprofessional Education: Learning Location, Faculty Development, and Curricular Themes Shauna M. Buring, PharmD, a Alok Bhushan, PhD,  b Gayle Brazeau, PhD, c Susan Conway, PharmD, d Laura Hansen, PharmD, e and Sarah Westberg, PharmD f a University of Cincinnati Winkle College of Pharmacy  b Idaho State University College of Pharmacy c University at Buffalo School of Pharmacy and Pharmaceutical Sciences d University of Oklahoma College of Pharmacy e University of Coloardo Denver School of Pharmacy f University of Minnesota College of Pharmacy Submitted October 13, 2008; accepted April 6, 2009; published July 10, 2009. Although there is evidence to support implementing interprofessional education (IPE) in the health sciences, widespread implementation in health professions education is not yet a reality. Challenges include the diversity in location and settings of schools and colleges, ie, many are not located within an academic health center. Faculty member s may not have the necessary skill set for teaching in an IPE environment. Certain topics or themes in a pharmacy curriculum may be more appropriate than others for teaching in an IPE setting. This paper offers solutions to teaching IPE in diverse settings, the construct for implementing a faculty development program for IPE, and suggested curricular topics with their associated learning objectives, potential teaching methods, and timelines for implementation. Keywords: interprofessional education, faculty development, curriculum INTRODUCTION The fundamental premise of interprofession al educa- tion (IPE) asserts that if health professions students learn together at the beginning of and throughout their training the y wil l be bet ter pre par ed to del ive r an int egr ate d model of collaborative clinical care after entering practice. Ac- cordingly, IPE has been identified as integral in the edu- cat ion of pharmacy st ud ents both by the Amer ican Association of Colleges of Pharmacy and the Accredita- tion Cou nci l forPharmacy Edu cat ion . Whi le the re maybe support by the profession to adopt IPE as an important  pedagogy, certainly there are challenges and barriers to this effort. Before IPE can be initiated at any institution, a systematic planning, development, and implementation  process sho uldbe out lin ed inc lud inga pla n forfacul ty and cur ric ula r dev elo pme nt. The goa ls of thi s review are two - fold: (1) to provide pharmacy educators with a structural framework and building blocks for the development of IPE activities, and (2) to present the elements related to faculty development necessary for successful implemen- tation of IPE activities. The development and implementation of IPE experi- ences can present cha lle nges inc luding(1)the div ers ityof the mi ssion and goal s of the school or coll ege, (2) the type of institution and settings where the school or college is located, and (3) the availability of other institutions and organizations outside the university where the school or col leg e is loc ate d. The fra mework for the des ire d lea rni ng out comes for the doc tor of pha rma cy deg ree are pro vid ed in the Accr edit atio n Cou ncilfor Phar macyEducat ionStan- dards 2007. 1 These standards may guide the development and implementation of IPE in the context of a school or college’s unique academic environment. The first goal of this work was to differentiate and cha rac ter ize the dif fer ent edu cat ion al env iro nme nts where our schoo ls/co llege s are locat ed. Five different mode ls relev ant to conte mpor ary pharmacy educa tion are proposed as frameworks to consider in the develop- ment and implementation of IPE activities. For example, only 31 of the current schools and coll eges of phar ma cy in the Uni ted Sta tes are loc ate d in an aca demic hea lth center . The types of activities avail able to schoo ls and colleges Corresponding Author: Shauna M. Buring, PharmD, Associate Professor, Division of Pharmacy Practice and Administrative Sciences, University of Cincinnati Winkle College of Pharmacy, 3225 Eden Ave. Cincinnati, OH 45267-0004. Tel: 513-558-8667. Fax: 513-558-4372. E-mail: [email protected]  American Journal of Pharmaceutical Education 2009; 73 (4) Article 60. 1

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REFERENCES1. Accreditation Council for Pharmacy Education AccreditationStandards and Guidelines for the Professional Program in PharmacyLeading to the Doctor of Pharmacy Degree (2006). Available at:http://www.acpe-accredit.org/pdf/Standards2000.pdf. Accessed June15, 2009.2. Freeth D, Hammick M, Reeves S, Koppel I, Barr H. Effective Interprofessional Education: Development, Delivery & Evaluation.Oxford, UK: Blackwell; 2005.3. Remington TL, Foulk MA, Williams BC. Evaluation of evidencefor interprofessional education. Am J Pharm Educ.2006;70(3):Article 66.4. Wallman A, Lindblad AK, Hall S, Lundmark A, Ring L. Acategorization scheme for assessing pharmacy students’ levels of reection during internships. Am J Pharm Educ. 2008;72(1):Article 55. Kroboth P, Crismon LM, Daniels C, et al. Getting to Solutions inInterprofessional Education: Report of the AACP 2006-2007Professional Affairs Committee. Am J Pharm Educ.2007;71(6):Article S19.6. American Association of Colleges of Pharmacy. Interim MeetingReports. Available at: http://www.aacp.org/meetingsandevents/IMPresentations/Pages/2008InterimMeeting.aspx. Accessed June 15,2009.7. Reeves S, Zwarenstein M, Goldman J, Barr H, Freeth D, Hammick M. Interprofessional education: effects on professional practice and health care outcomes. Cochrane Database of Systematic Reviews.2008, Issue 1. Art. No.: CD002213. DOI:10.1002/14651858.CD002213.pub2.8. Hammick M, Freeth D, Koppel I, Reeves S, Barr H. A bestevidence systematic review of interprofessional education: BEMEGuide no. 9. Med Teacher. 2007;29:735-51.9. Reeves S, Goldman J, Oandasan I. Key factors in planning and implementing interprofessional education in health care settings. J Allied Health. 2007;36:231-5.10. Center for Advancement of Interprofessional Education (CAIPE).www.caipe.org.uk. Accessed April 17, 2009.11. Canadian Interprofessional Health Collaborative. www.cihc.caAccessed April 17, 2009.12. Center for Health Sciences Interprofessional Education:Interprofessional Patient Safety Education and Resources. Availableat: http://interprofessional.washington.edu/ptsafety/default.asp.Accessed April 17, 2009.13. Canadian Interprofessional Health Collaborative. InterprofessionalEducation & Core Competencies. Available at: www.cihc.ca/about/curricula/CIHC_IPE-LitReview_May07.pdf. Accessed April 17,2009.14. Barr H, Koppel I, Reeves S, Hammick M, Freeth D. Effective Interprofessional Education: Argument, Assumption & Evidence.Oxford, UK: Blackwell; 2005.15. Health Canada: Interprofessional Education for CollaborativePatient-Centered Practice Research Synthesis Paper. http://www.hc-sc.gc.ca/hcs-sss/hhr-rhs/strateg/interprof/synth_e.html Accessed April 17, 2009.16. Journal of Interprofessional Care. Available at: http://www.informaworld.com/smpp/title ; db 5 all ; content 5 g912336992; tab 5 summary. Accessed June 15, 2009.17. Prevention Education Resource Center (PERC): InterprofessionalEducation. http://www.teachprevention.org/interprofessional.phpAccessed April 17, 2009.18. Clinical Education: Team/Interdisciplinary Teaching, Universityof Medicine and Dentistry of New Jersey. http://cte.umdnj.edu/

clinical_education/clined_interdisciplinary.cfm Accessed April 17,2009.19. TeamStepps: Strategies and Tools to Enhance Performance and Patient Safety, Agency for Healthcare Research and Quality, U.S.Department of Health and Human Services. http://teamstepps.ahrq.gov/abouttoolsmaterials.htm Accessed April 17,2009.20. Meads G, Ashcroft J, Barr H, Scott R, Wild A. The case for interprofessional collaboration. In: Health and Social Care. Oxford,UK: Blackwell; 2005.21. The International Association for Interprofessional Education and Collaborative Practice. http://www.interedhealth.org/. Accessed April 17, 2009.22. Johnson AW, Potthoff SJ, Carranza L, et al. CLARION: A novelinterprofessional approach to health care education. Acad Med.2006;81(3):252-6.23. Banks S, Janke K. Developing and implementinginterprofessional learning in a faculty of health professions. J Allied Health. 1998:27(3);132-6.24. Barrett G, Greenwood R, Ross K. Integrating interprofessionaleducation into 10 health and social care programmes. J Interprof Care. 2003:17(3);293-301.25. Cooper H, Carlisle C, Gibbs T, Watkins C. Developing anevidence base for interdisciplinary learning: a systematic review. J Adv Nurs. 2001;35(2):228-37.26. D’Eon M. A blueprint for interprofessional learning. Med Teach.2004;26(7):604-9.27. Freeth D, Nicol M. Learning clinical skills: an interprofessionalapproach. Nurs Educ Today. 1998;18:455-61.28. Gilbert JH. Interprofessonal learning and higher educationstructural barriers. J Interprof Care. 2005;19 (Suppl 1):87-106.29. Gordon PR, Carlson L, Chessman A, et al. A multisitecollaborative for the development of interdisciplinary education incontinuous improvement for health professions students. Acad Med.1996;71(9):973-8.30. Hope JM, Lugassy D, Meyer R, Jeanty F, Myers S, Jones S, et al.Bringing interdisciplinary and multicultural team building to healthcare education: The downstate team-building initiative. Acad Med.2005;80(1):74-83.31. Horsburgh M, Lamdin R, Williamson E. Multiprofessionallearning: the attitudes of medical, nursing and pharmacy students toshared learning. Med Educ. 2001;35(9):876-83.32. Lindeke LL, Ernst L, Propes B, Edwardson S, Lepinski P, ArditoS, et al. A model of interdisciplinary education for inner-city healthcare. Nat Acad Pract Forum. 1999;1(2):95-8.33. Oandasan I, Reeves S. Key elements for interprofessionaleducation. Part 1: the learner, the educator and the learning context. J Interprof Care. 2005;19 (Suppl 1):21-38.34. Oandasan I, Reeves S. Key elements of interprofessionaleducation. Part 2: factors, processes and outcomes. J Interprof Care.2005;19 (Suppl 1):39-48.35. Steinert Y. Learning together to teach together: interprofessionaleducation and faculty development. J Interprof Care. 2005;3 (Suppl1):60-75.36. Yarborough M, Jones T, Cyr TA, Phillips S, Stelzner D.Interprofessional education in ethics at an academic health sciencescenter. Acad Med. 2000;75(8);793-800.37. Institute of Medicine Committee on the Health ProfessionsEducation Summit. Greiner AC, Knebel E, eds. Health Professions Education: A Bridge to Quality. National Academy Press:Washington, DC; 2003.

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