Interprofessional Education for Collaboration Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary (2013) / Chapter Skim
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7 Moving Forward by Looking Back
7 Moving Forward by Looking Back
Pages 85-96
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From page 85... ...
In her remarks, Gaines posed a series of provocative questions designed to stimulate thinking that might spark new ideas and cre ate more innovations like those that resulted in the new National Coordinating Center. REFLECTIONS Workshop I As a workshop planning committee member who was instrumental in helping plan the first workshop, Forum member Madeline Schmitt from the University of Rochester was well positioned to reflect upon that first meet 85
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From page 86... ...
She noted that some of the workshop presenters had described useful tools that could help introduce or reintroduce this perspective into health professions education. The second would be to pay considerable attention to the many ways innovators address communities, population demands, and patient requirements within health care delivery systems when designing future workshop agendas.
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From page 87... ...
However, she said that she believes that the United States has a unique current opportunity to address neglected issues with the Affordable Care Act, the HRSA coordinated effort to develop a national clearinghouse, and the National Coordinating Center for Interprofessional Education and Collaborative Practice, which a group of funders has committed to supporting. It is also a good time, she said, to learn from the global conversations and the global partners in the Institute of Medicine Forum and to learn from the early adopters of IPE and collab
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From page 88... ...
Rather, she is a lawyer by training, a former public defender, and a law professor for the past 25 years on the faculty at the University of Wisconsin Law School. Half of the years at the law school were spent with a prison program training students to work with prison inmates, and the other half were spent providing interprofessional education.
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From page 89... ...
MOVING FORWARD BY LOOKING BACK 89 thinking it back together again." Gaines said that it seems to her that this is the essence of IPE. It is "thinking the world back together again" so that the people who are meant to be served, namely patients and communities, can be something other than "the medication problem" that speaker Dennis Helling described.
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From page 90... ...
to the workshop participants that Brandt said she used as a focus of the National Center -- the need for a more functional "nexus" between health systems and health professions education. The new nexus coming to team-based care, she said, focuses ultimately on improved health and community outcomes.
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From page 91... ...
These rules included having focuses on leadership, scholarship, evidence, coordi nation, and national visibility in order to advance interprofessional education and practice as a viable and efficient health care delivery model. It is a cooperative agreement, so she and her colleagues at the university are planning the center jointly with HRSA.
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From page 92... ...
This can be done by sharing stories, gathering evidence, and building a network with other champions. Adverse Conditions Create Opportunities for Change Gaines pointed to the example from Ghent University's medical school described earlier, when a bad evaluation was the needed spark for movement from a fragmented, discipline-based curriculum to what is now an integrated patient- and problem-based curriculum.
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From page 93... ...
In particular, she cited speaker Lloyd Michener, who commented that solutions are often driven by students. She also described the potentially underutilized value of others, such as front office staff and janitorial hospital workers.
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From page 94... ...
Her fourth and final question was "Should a social mission be a mandatory part of health professions education? " Gaines thought that addressing social determinants of health would bring in additional disciplines such as social work and law, which would lead to a wider impact on various health outcomes but would increase the complexity of the team possibly presenting new challenges in management for both the student and the IPE coordinator.
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From page 95... ...
It occurs when institutions for health professional education respond to the needs of the population through a series of socially accountable change actions aimed at three levels -- the micro, the meso, and the macro. The micro level focuses on educational transformations to help prepare health care providers to practice more person- and people-centered care, combining appropriate knowledge and skills training in a process of self-directed caring, to what is reflective practice.
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From page 96... ...
2003. Creating significant learning experiences.
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