Principles for Developing an Interprofessional Education Curriculum in a Healthcare Program

Abstract

Interprofessional Education (IPE) has been a pedagogical method which has involved more than one professional discipline. For over the past ten years health professions and disciplines have had a goal to improve the quality of patient care by collaborating with each other [1]. The implementation of IPE has advanced the educational development of students in health sciences and healthcare beyond that of traditional curricula. The result being a greater understanding on the part of each student from different health disciplines of the quality aspects of patient care. Besides a greater understanding of quality patient care while still a student, IPE has fostered greater respect and positive attitudes amongst collaborative team members for improving patient outcomes [2,3]. IPE is an interprofessional collaboration of health disciplines which affords clients or patients an opportunity to receive quality of care that has been influenced by other health disciplines and expertise. A key tenet of the IPE approach is greater communication between healthcare professionals. Greater communication increases the diversity and choice of care options, subsequently providing a higher patient care quality [4]. IPE brings together learners, students, and faculty in an interactive, team oriented, collaborative forum. The collaborative aspect places all participants on a similar contributory level. This differs from the more traditional hierarchical development of health care professions, which typically has a leader from a healthcare profession in charge. Improving teamwork and increasing cooperation in present day healthcare services is needed [5]. Interprofessional collaboration and IPE has been touted by the World Health Organization as "a necessary step in preparing a collaborative practice ready-ready" health force that is better prepared to respond to local health needs [6]. IPE has become a focus in health care as a means to improve patient centred quality and safety, particularly in chronic disease [1]. Through improved communication amongst health care providers, IPE can decrease redundancy of interventions, and reduce health care costs. The IPE training process for health care students should begin as early as possible in a higher education setting. The purpose of this paper is to summarize principles and considerations in developing an IPE curriculum in an academic healthcare program. Process Preparing and developing an IPE curriculum can be challenging. First and foremost commitments are needed from university administration including deans and faculty from all professions and disciplines involved. Colleges and schools and the departments and programs within must commit time and resources for students to participate in the IPE course(s) and process. To facilitate curricular activities, departments and schools need to agree on a mapping or organizational format. The format should begin with basic collaborative activities and eventually proceed to a course(s). Facilities should have ample space to accommodate large numbers of students, faculty, staff and community members. An example might be a community space which would have a shared purpose for ice-breaking activities and introductions. The implementation of information technology for web-based conferences, and distance learning which will reach more participants should be considered. Also included should be a learning system to administer course content materials and an evaluative process for assessing the progress of students [7]. The IPE process involves different types of interactive learning. The different types of interactive learning share the principles of IPE which are collaborative, experimental, egalitarian and reflective activities [1]. Exchange based education uses small