Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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| Institution | Program | Description |
| Grand Valley State University, Office of the Vice Provost for Health | E-360 Faculty Development Center | One of the interprofessional resources developed by the Office of the Vice Provost for Health is the faculty, staff, and student interprofessional collaborative practice (IPCP) program. This program is available online in the E-360 Learning Management System (LMS). The faculty development IPCP program includes pre/post tests for each of the following modules: IPE Faculty Development, A Learner’s Introduction to IPE & Collaborative Practice, Patient Safety, Team Dynamics, and an IP Preceptor Manual Overview, surveys, and program evaluation materials. These modules increase awareness of IPCP and promote cross-cultural competence development. A learning culture is developed through daily huddles and the promotion of sharing disciplinary knowledge, fostering teamwork, and demonstrating appreciation of other team members. Daily Huddle Guidelines to provide structure to the team huddle sessions have been developed. Huddles are used to evaluate and improve team-based patient care while offering an opportunity to build interprofessional communication skills. Useful in guiding patient-practitioner collaboration is an integrative care plan template that has been developed as an additional resource for faculty, staff, and students. A resource that is available to faculty and preceptors is the Interprofessional Preceptor Manual. The manual is designed to support interprofessional education (IPE) in clinical settings for students, preceptors, and academic faculty. It also provides guidelines for facilitating IPE and interprofessional care learning experiences for students. |
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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| Grand Valley State University, Office of the Vice Provost for Health | Lunch & Learn Series | From October 20, 2012, through April 2013 the Office of the Vice Provost for Health has hosted a monthly Lunch & Learn series for staff and faculty. The goal of the Lunch & Learn series has been to provide interprofessional continuing education for a variety of topics ranging from in-situ simulations to using technology to advance interprofessional practices. The intent of the series was to provide continued opportunities for collaboration and skill development in interprofessional education and practice. For any faculty or staff unable to attend the sessions in person, a video of each session is available on the E-360 LMS (learning hub). |
| Annual Interprofessional Education Conference | Each year the West Michigan Interprofessional Education Initiative hosts a regional conference to promote IPCP activities. Speakers include national and international experts, and all faculty, staff, students, and community interprofessional partners are invited to attend. The sixth annual IPE conference, Obtaining the Highest Quality at the Lowest Cost: The Case for Interprofessional Education and Practice, will be held September 19–20, 2013. | |
| Medical University of South Carolina (MUSC) | Creating Collaborative Care | MUSC offers the following: (1) an annual interprofessional institute for faculty and professional staff that focuses on interprofessional collaborative skills and leadership for application in educational, research, and clinical settings; (2) an interprofessional education teaching series for faculty interested in enhancing teaching skills specific to interprofessional education; (3) information to community-based preceptors about our interprofessional education program for students; (4) small grants ($15,000) for pilot projects to advance interprofessional education, research, or clinical care at the institution; and (5) a year-long faculty fellowship (the Maralynne D. Mitcham Fellowship) for focused work in interprofessional collaborative practice and education. Presently we are creating a website for our community-based preceptors with more robust information about interprofessional education, including teaching and collaborative practice tips, and we are conducting faculty development with preceptors through workshops and practice-based interventions. |
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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| University of Toronto | Faculty and professional development programs | The ehpic™ (educating health professionals for interprofessional care) program was created in 2005 to develop educators, clinicians, and leaders in interprofessional education, with the knowledge, skills, and attitudes to teach learners and fellow colleagues the art and science of working collaboratively for patient-centered care. This 5-day accredited program has more than graduates from across North America and several international organizations. The Collaborative Change Leadership (CCL) program was created in 2009 for mid-level executives in health care and health education who lead change throughout organizations and across the continuum of care. This 10-month accredited program enables participants to develop, implement, and evaluate a project or strategy within their organization that creates a broad culture shift and sustainable change in priority areas such as interprofessional care, interprofessional education, patient safety, quality, and patient-centered care. |
| The Safety-Net Clinics | A series of seminars and workshops | The Safety-Net Clinics respond to the challenge of getting faculty to understand the tasks, responsibilities, and actions of other disciplines. Their year-long programs address this challenge by inviting faculty to learn about what other disciplines are doing. These events are tailored after the Health Resources and Services Administration Patient Safety and Clinical Pharmacy Services Collaborative, which focuses on the integration of pharmacy services into patient care and runs a series of learning sessions and action periods for teams to learn together. |
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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| Thomas Jefferson University JCIPE (Jefferson InterProfessional Education Center) | IPE Faculty Development Workshop | Thomas Jefferson University hosts a free intensive writing workshop for faculty twice per year. According to workshop speaker Elizabeth Speakman, participants spend 2 days developing and working on a manuscript that is ready to be implemented. The university also hosts an IPE immersion program twice per year that is open to academics outside of Jefferson. Participating teams create an idea, which they transform and develop into an IPE project ready for implementation. Jefferson faculty groups are given $1,000 without restrictions to implement their projects and get them fully running. Additionally, JCIPE holds a health mentor facilitator workshop each semester for faculty who will be facilitating an interprofessional student group of students assigned to a community health mentor. This workshop provides faculty with tools to function as an effective small group leader using instructional guides and relevant reading material along with face-to-face and recorded sessions on debriefing. Novice facilitators are paired with seasoned facilitators, and satisfaction as well as student surveys are obtained and shared with facilitators to use for planning future sessions. |
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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| University of Arizona | IPEP (Interprofessional Education and Practice) | Alongside their work building a longitudinal curriculum, the Arizona Area Health Education Center (AzAHEC)–funded IPEP program is building a faculty development program. Faculty and preceptors receive training on how to mentor teams of students from multiple health professions. In spring 2012 IPEP piloted three faculty-preceptor training workshops dealing with teams and teamwork, communication, and teaching interprofessionally. These trainings will be available for organizations that wish to host interprofessional teams of students in the future. |
| Arizona Area Health Education Centers Program AzAHEC) | The AzAHEC has launched an interprofessional academic fellowship program in clinical outcomes and comparative effectiveness research (the COCER program). The COCER Fellowship Program is a 2-year career development program funding four doctorally prepared fellows per year from four health care disciplines: family and community medicine (M.D.), nursing (D.N.P.), pharmacy (Pharm.D.), and public health (Ph.D. or Dr.P.H.). About 80 percent of the fellows’ time is spent in research training, collaborative research projects at the T3 and T4 translational levels, and a mentored research project. The AzAHEC supports the IPEP, as the remaining 20 percent of fellows’ time is devoted to interprofessional primary care practice in environments that serve underserved, predominantly rural populations in the Tucson area. | |
| Arizona Center on Aging | The Arizona Center on Aging presents an interprofessional 160-hour Faculty Scholars in Aging Program for professionals in public health, nursing, medicine, nurse practitioners, physician assistants, social work, pharmacy, and psychology faculty in collaboration with the Arizona Geriatric Education Center. |
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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| University of British Columbia, Canada (UBC) | IPE collaborative learning series | At the UBC there is an interprofessional collaborative learning series based on the Institute for Healthcare Improvement (IHI) principles. This involves going out to the health authorities to actually do development with both preceptors and practitioners. In addition, there is a focus on faculty development for preceptors and creating interprofessional learning experiences for the students that are out in practice as the students at UBC spend almost 50 percent of their time or more in the practice environment. |
| University of California, San Francisco (UCSF) | Courses in faculty development for IPE | UCSF offers two courses for faculty development in IPE: (1) The Challenge of Providing Quality Care for Older Adults: Preparing the Health Professions for the Aging Century, and (2) New Interprofessional Education and Practice Workshop Series. |
| University of Missouri | Achieving Competence Today (ACT) initiative | As part of the ACT initiative, faculty and health workers undergo interprofessional training with the health professions students, covering issues such as quality improvement skills, interprofessional education, and an error disclosure program that was recently adapted from the University of Washington. |
| University of New England | Faculty development is part of strategic plan at the University of New England. It includes training each year, participating in TeamSTEPPS training, working to become a TeamSTEPPS site, bringing in outside experts, and establishing mentors for faculty. |
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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| University of Virginia (UVA) | Faculty development and clinician continuing IPE programs | Many UVA faculty members and clinicians are directly involved in using the collaborative care best practices model approach, which brings them together for continuing interprofessional education and supports them in developing, implementing, and assessing their own new IPE experiences for students, residents, and clinicians. Formal continuing IPE programs are offered at UVA, and many faculty members have been sponsored to attend external programs such as the Macy Foundation Faculty Development in Team-Based Care and Collaborating Across Borders. IPE consultants provide small-group faculty development seminars as well as health system–wide presentations. Other faculty and clinician development programs for IPE include the School of Medicine speakers series, appreciative practices workshops, quality and safety workshops, error disclosure workshops, Schwarz rounds, and the Virginia Geriatric Education Consortium series. A new website will offer many resources for self-directed IPE faculty and clinician development. |
| Department of Veterans Affairs (VA) | VA centers of excellence in primary care education | One example of the VA’s work includes bringing in the University of Toronto Center for IPE for faculty development exercises. Another VA site has developed a huddle coaching program for its faculty and students. All sites are using the team development measure to look at interprofessional collaboration. |
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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| Western University of Health Sciences (WesternU) | Small-group IPE faculty training | Because of the curricular design of its IPE program, there are 130 facilitated small groups that meet for 10 2-hour sessions throughout the academic year. WesternU currently operates two campuses. The main campus is located in Pomona, California, and a second campus with only an osteopathic medical college is located in Lebanon, Oregon. The IPE curriculum is delivered in an inter-institutional model with students and faculty also participating from Oregon State University and Linn-Benton Community College near the campus in Oregon. A modified problem-based learning method of course delivery is used, and it requires faculty who are trained and comfortable conducting these small group sessions. All faculty who facilitate in the IPE program receive annual facilitator development training. Approximately 250 faculty attend training sessions each academic year. Content includes the history and basis of IPE and collaborative care. It also includes small group teaching and learning, and facilitating student-centered learning activities. Additionally, faculty may attend optional monthly facilitator continuing education sessions throughout the year. Issues related to the implementation of the IPE program are discussed, and specific facilitation skills are emphasized. |
| Professional scope of practice training | There are 13 health professions represented and more than 200 faculty who participate in the delivery of the IPE curriculum. To maximize faculty effectiveness, a scope of practice faculty learning experience has been developed and is offered to all faculty members at several times throughout the year. These sessions are conducted as small workshops where participants are actively engaged in completing a template used to describe similarities and differences among scopes of practice of all 13 professions. While it does not include all practice act content, participants do benefit by describing what they know about various professions while learning many things that they did not know. Using this approach, the training is applicable to seasoned clinicians as well as to basic scientists without a clinical background. |
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
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| University of Washington | Web-based modules for faculty instructors | With funding from the Macy Foundation and the Health Resources and Services Administration, the University of Washington provides IPE Faculty Development programs that involve eight academic centers. The university’s Center for Health Science Interprofessional Education, Research, and Practice has developed a website to serve as a resource for faculty that centralizes the university’s IPE faculty development programs and opportunities, including Web-based modules on topics such as teaching with simulation, computing and technology fundamentals, and distance learning. The website is available at http://collaborate.uw.edu/faculty-development/faculty-development.html. |
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×
Suggested Citation:"Appendix D: Faculty Development Programs at Various Universities." Institute of Medicine. 2013. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/13486.
×
