Abstract
The Interprofessional Education (IPE) Passport is an innovative curricular model that addresses the needs of learners across seven health professions to meet discipline-specific IPE accreditation requirements. In addition, the IPE Passport capitalized on existing grassroots IPE activities and developed a process for reviewing and approving IPE activities in alignment with IPE accreditation requirements. The approval process was structured to ensure alignment with the Interprofessional Education Collaborative’s Core Competencies. In 10 months, 50 Passport activities were reviewed and 47 were approved. All activities assess at least three Interprofessional Education Collaborative Core Competencies and 66% assess all four. In year 1, over 30 activities were successfully implemented, 11 of which included distance learners. The complexities of ensuring positive outcomes, confounded by the need to drive culture change, led to a model that meets the needs of many learners in a variety of settings. The intent of this manuscript is to describe the lessons and challenges learned in designing and implementing the IPE Passport in response to meet the diverse IPE needs.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
World Health Organization (WHO). Framework for action on interprofessional education & collaborative practice. Geneva: World Health Organization; 2010. https://www.who.int/hrh/resources/framework_action/en/. Accessed 10 July 2018.
Zorek J, Raehl C. Interprofessional education accreditation standards in the USA: a comparative analysis. J Interprof Care. 2013;27(2):123–30.
Interprofessional Education Collaborative. Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative; 2016.
Berwick D, Nolan T, Whittington J. The triple aim: care, health, and cost. Health Aff. 2008;27(3):759–69.
Institute of Medicine. Educating for the health team. Washington, D.C.: National Academy of Sciences; 1972.
Baker D, Gustafson S, Beaubien J, Salas E, Barach P. Medical teamwork and patient safety: the evidence-based relation. Literature review AHRQ Publication No 05-0053, April 2005.
Uhlig P, Raboin W. Implementation field guide to collaborative practice: hospital care. 2016.
Agency for Healthcare Research and Quality, Rockville, MD; Health Care Innovations Exchange. (April 14, 2008, updated April 28, 2010). Medical team training using crew resource management principles enhances provider communication and stimulates improvements in patient care. Rockville, MD.
Joint Commission on Accreditation of Healthcare Organizations. Joint Commission Perspectives: Joint Commission Center for Transforming Healthcare releases targets solutions tool for hand-off communications. 2012;32(8).
Barr H, Koppel I, Reeves S, Hammick M, Freeth D. Effective interprofessional education: argument, assumption and evidence. Oxford: Blackwell Publishing; 2005.
Bodenheimer T, Sinsky C. From triple to quadruple aim: care of the patient requires care of the provider. Ann Fam Med. 2014;12(6):573–6.
Clark PG. Reflecting on reflection in interprofessional education: implications for theory and practice. J Interprof Care. 2009;23(3):213–23.
University of Toronto Centre for Interprofessional Education. Retrieved from: http://www.ipe.utoronto.ca/tools-resources/tools-toolkits.
Luecht R, Madsen M, Taugher M, Petterson B. Assessing professional perceptions: design and validation of an interdisciplinary education perception scale. J Allied Health. 1990;19(2):181–91.
McFayden A, Webster V, Strachan K, et al. The readiness for interprofessional learning scale: a possible more stable sub-scale model for the original version of RIPLS. J Interprof Care. 2005;19(6):595–603.
Hepburn K, Tsukuda R, Fasser C. Team skills scale. In Hyer K, et al (Eds.), Geriatric interdisciplinary team training. The GITT Kit, 2nd edition. New York: John A. Hartford Foundation, Inc. 1996.
Dominguez D, Fike D, MacLaughlin E, Zorek J. A comparison of the validity of two instruments assessing health professional student perceptions of interprofessional education and practice. J Interprof Care. 2015;29(2):144–9.
Iverson L, Packard K, Ryan-Haddad A, et al. Development of an instrument to evaluate interprofessional student team interactions. J Interprof Care. 2018.
Packard K, Iverson L, Ryan-Haddad A, Teply R, Wize A, Qi Y. A synchronous interprofessional patient safety simulation integrating distance health professions students. Am J Dist Educ. 2018 Submitted.
Begley K, Ryan-Haddad A, Packard K, Pick A, Johnson K, O’Brien K, Castillo S, Coover K. Interprofessional telehealth case activities improve students’ perceptions of their ability to provide collaborative care. Am J Pharm Educ. 2018 Under Review.
Breitbach A, Sargeant D, Gettemeier P, et al. From buy-in to integration: melding an interprofessional initiative into academic programs in the health professions. J Allied Health. 2013;42(3):67E–73E.
Dearing J, Cox J. Diffusion of innovations theory, principles, and practice. Health Aff. 2018;37(2):183–90.
Reeves S, Hean S. Why we need theory to help us better understand the nature of interprofessional education, practice and care. J Interprof Care. 2013;27(1):1–3.
Institute of Medicine. Measuring the impact of interprofessional education (IPE) on collaborative practice and patient outcomes. 2015. Retrieved from http://www.nationalacademies.org/hmd/Reports/2015/Impact-of-IPE.aspx.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare that they have no conflict of interest.
Rights and permissions
About this article
Cite this article
Packard, K., Doll, J., Beran-Shepler, K. et al. Design and Implementation of the Interprofessional Education Passport Curriculum in a Multi-campus University with Distance Learners. Med.Sci.Educ. 28, 749–755 (2018). https://doi.org/10.1007/s40670-018-0589-3
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40670-018-0589-3