Interprofessional Education Movement at UIC
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The document discusses interprofessional education (IPE) at the University of Illinois at Chicago (UIC). It provides information on IPE programs at UIC, including a 1.5 day pilot class in 2009 with 6 health professions and a 2 day elective in 2011 with 9 health professions. IPE at UIC has been a volunteer effort so far. Further resources on IPE research and core competencies are also referenced.
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Hinweis der Redaktion
- Interprofessional Education occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care." (Center for the Advancement of Interprofessional Education (CAIPE, 2002) IPE appears to have been around since the 70’s but has taken off within the last 10-15 years in the UK and Canada. The U.S. is starting to catch up. There has not been a coordinated effort to integrate IPE into the curriculum at UIC. There have been IPE collaborations but only on a limited scale. Around 2009, a group of faculty began working on a pilot IPE class. The faculty asked Kate Carpenter for someone to represent the library. I was asked to participate. This class had the students work on a case together and hear from the different disciplines about what they did. As you can see, these are the disciplines that were represented. The students were appreciative of the class and hoped it could be expanded. For the future IPE elective, the faculty wanted to have students work with a simulated patient, an actor who is trained to act as a real patient in order to simulate a set of symptoms or problems. The nursing faculty got a CETL grant, which was used for scheduling the simulation center at the College of Medicine, booking the simulated patients, and to hire someone to video tape the first and third part of the case with faculty and staff (all volunteer) and the simulated patient. The case had three parts. The first part of the case was the patient and her daughter visiting the ER where the patient was diagnosed with a hip fracture. The second part of the case was the students gathering together in groups and meeting the patient and daughter at the simulation center to experience a patient discharge from the hospital. The last part of the case was a video of faculty and staff from multiple disciplines meeting with the patient and her daughter at her house to see how she was progressing. Since I could not contribute to the clinical aspects of the class, I did other things such as creating links to articles within Blackboard, combining faculty slides into one PowerPoint, and an IPE guide which I will highlight at the end.
- These are the disciplines which participated. I highlighted medicine because there was no one from medicine in 2009 and the feedback from that class was we need medicine involved. The elective was held last Monday and Tuesday. Most students received credit while some (like nursing) were volunteers. There were readings assigned for both days. The first day started with the students and faculty introducing themselves. Then most of the faculty did a short presentation about their discipline. Every program had a faculty member present except for Nutrition. Then the students watched the first video about the ER visit and talked about what they had observed. As for the second day, the students were split into groups. Not every discipline was represented from each group. For example, there was only one medical student because two others couldn’t attend. Nursing had the most students because they had both grad and undergrads. The groups met with the patient and her daughter in person for the discharge part of the case and received feedback from the actors regarding how things went. The students also attended separate 30 minute presentations about Health Informatics and librarians, which was my time to shine. Since the student-patient discharge sessions were recorded, the students were able to watch the sessions and get feedback from faculty. Then they watched the home visit video and discussed it. Overall, it was a successful class. The students realized how important IPE was and want to see more of this in their curriculums. We would like to find a way to include more students and programs such as dentistry, health care administration, and psychology. The provost is also talking about setting aside two days per semester for IPE activities. I also want to stress that all of the faculty who contributed to this was strictly volunteer. The name that most of you might recognize is Annette Valenta as an example.
- So here’s a link to the IPE guide. This guide is still marked as private. I recommend taking a look at the document listed which is a collaboration from the major associations for dentistry, medicine, nursing, osteopathic medicine, pharmacy, public health.