Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators

Affiliations

¹ Texas A&M University Health Science Center, College of Medicine, Bryan, TX, USA.
² Oregon Health & Science University, Portland, OR, USA.
³ Department of Family Medicine, Oregon Health & Science University, Portland, OR, USA.
⁴ David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, USA.
⁵ Skaggs School of Pharmacy and Pharmaceutical Sciences, University of California, San Diego, San Diego, CA, USA.
⁶ Department of Pediatrics, University of Washington, Seattle, WA, USA.
⁷ University of California, San Francisco, San Francisco, CA, USA.
⁸ Baylor College of Medicine, Houston, TX, USA.
⁹ Albert Einstein College of Medicine of Yeshiva University, Bronx, NY, USA.
¹⁰ University of Texas Health Science Center at San Antonio, San Antonio, TX, USA.
¹¹ Warren Alpert Medical School of Brown University, Providence, RI, USA.

PMID: 28184380
PMCID: PMC5295473
DOI: 10.1016/j.xjep.2016.05.002

Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators

Courtney West et al. J Interprof Educ Pract. 2016 Sep.

. 2016 Sep:4:41-49.

doi: 10.1016/j.xjep.2016.05.002. Epub 2016 Jul 19.

Authors

Affiliations

¹ Texas A&M University Health Science Center, College of Medicine, Bryan, TX, USA.
² Oregon Health & Science University, Portland, OR, USA.
³ Department of Family Medicine, Oregon Health & Science University, Portland, OR, USA.
⁴ David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, USA.
⁵ Skaggs School of Pharmacy and Pharmaceutical Sciences, University of California, San Diego, San Diego, CA, USA.
⁶ Department of Pediatrics, University of Washington, Seattle, WA, USA.
⁷ University of California, San Francisco, San Francisco, CA, USA.
⁸ Baylor College of Medicine, Houston, TX, USA.
⁹ Albert Einstein College of Medicine of Yeshiva University, Bronx, NY, USA.
¹⁰ University of Texas Health Science Center at San Antonio, San Antonio, TX, USA.
¹¹ Warren Alpert Medical School of Brown University, Providence, RI, USA.

PMID: 28184380
PMCID: PMC5295473
DOI: 10.1016/j.xjep.2016.05.002

Abstract

Background: Enhanced patient outcomes and accreditation criteria have led schools to integrate interprofessional education (IPE). While several studies describe IPE curricula at individual institutions, few examine practices across multiple institutions.

Purpose: To examine the IPE integration at different institutions and determine gaps where there is potential for improvement.

Method: In this mixed methods study, we obtained survey results from 16 U.S. medical schools, 14 of which reported IPE activities.

Results: The most common collaboration was between medical and nursing schools (93%). The prevalent format was shared curriculum, often including integrated modules (57%). Small group activities represented the majority (64%) of event settings, and simulation-based learning, games and role-play (71%) were the most utilized learning methods. Thirteen schools (81.3%) reported teaching IPE competencies, but significant variation existed. Gaps and barriers in the study include limitations of using a convenience sample, limited qualitative analysis, and survey by self-report.

Conclusions: Most IPE activities focused on the physician role. Implementation challenges included scheduling, logistics and financial support. A need for effective faculty development as well as measures to examine the link between IPE learning outcomes and patient outcomes were identified.

Keywords: Collaboration; Interprofessional education; Interprofessional learning; Mixed methods.

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Figures

**Fig. 1**
Disciplines involved in IPE activity (n =14). *Social work, physical therapy, occupational therapy, radiation therapy, respiratory therapy, physician assistant, EMT, chaplaincy, health administration, nutrition, interpreters, law and case management

**Fig. 2**
Best fit IPE theoretical frameworks (n = 14).

**Fig. 3**
Type of interprofessional education format (n = 14).

**Fig. 4**
Setting of the IPE Activity (n = 14).

**Fig. 5**
IPE learning method (n = 14).

See this image and copyright information in PMC

References

1. Institute for Healthcare Improvement (IHI) The Triple Aim for Populations. [Accessed 28.12.15];2015 Available at: http://www.ihi.org/Topics/TripleAim/Pages/default.aspx.
1. Centers for Disease Control and Prevention (CDC) Behavioral Risk Factor Surveillance System Prevalence Data. 2010 Available at: http://www.cdc.gov/brfss.
1. Institute of Medicine. Improving Medical Education: Enhancing the Behavioral and Social Science Content of Medical School Curricula. Washington, DC: The National Academies Press; 2004. - PubMed
1. McGinnis JM, Foege WH. Actual causes of death in the United States. J Am Med Assoc. 1993;270(18):2207–2212. - PubMed
1. Cavanaugh JT, Konrad S. Fostering the development of effective person-centered healthcare communication skills: an interprofessional shared learning model. Work. 2012;41(3):293–301. - PubMed

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Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators

Affiliations

Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators

Authors

Affiliations

Abstract

Figures

References

Grants and funding

LinkOut - more resources

Full Text Sources

Other Literature Sources