IPE midterm questions and answers updated 2023

definition of IPE ipe occurs when students (learners) from 2 or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes difference b/t multidisciplinary & inter professional multidisciplinary- appropriate experts from different professions handle different aspects of a patient's care independently. the patients problems are subdivided & treated separately, w/ each provider responsible for his/her own area interprofessional- health care by different professions coordinate in a manner that addresses the needs of the patients. providers share mutual goals, resources, & responsibility for patient care uniprofessional practice 1 provider working independently to care for a patient. there is little awareness or acknowledgment of practice outside 1's own discipline. practitioners may consult w/ other providers but retain independence shared course a cross-listed or co-listed course attended by multiple disciplines shared placement multiple disciples co-located at a clinical or community placement site which may or may not include integrated learning opportunities parallel learning exists when there are similar educational activities but minimal cross-disciplinary student contacts uniprofessional education members or students of a single profession learning together interactively or in parallel multi-professional education members or students of 2 or more professions associated w/ health or social care, learning alongside 1 another; parallel learning, rather than interactive learning transdisciplinary approach requires each team member to become familiar enough w/ the concepts & approaches of his/her colleagues to "blur the lines" & enable the team to focus on the problem w/ collaborative analysis & decision making why does IPE matter? bc we must learn to practice teamwork & collaboration as a student, so it can become a part of our practice as a health professional health professional have embedded IPE in their standards health care reform is transitioning to interprofessional practice & outcome based models interprofessional collaborative practice competency domains from inter professional education collaborative expert panel -values/ ethics for inter professional practice -roles/ responsibilities - interprofessional communication -teams & teamwork professional socialization socialized to people who will be in your group peer professions are socialized as health care providers beginning w/ their admission process to their programs benefits & barriers of IPE students benefits: -introduces foundational behaviors & codes of ethics in the greater context of inter professional core competencies - deconstructs negative stereotypes & socialization of students to their future roles as health care professionals -recognizes common content knowledge & skills needed by all health care provides (ex. musculoskeletal & emergency medicine) barriers: - clinical experiences in uni-professional settings can affect students attitudes towards IPE - students' desire to identify w/ chosen profession can affect willingness to collaborate w/ students from other professions -students view extra coursework outside of professional curriculum as unnecessary benefits & barriers for faculty benefits -teaching collaboratively w/ other professionals allows for faculty development -faculty teaching from health professions overcome misconceptions about each profession -supports collaborative inter professional scholarship opportunities -provides financial benefits to faculty, such as overload pay or reassign time for IPE course involvement barriers: -lack of trust b/t faculty members are produced by misconceptions about roles b/t professions - values, cultures, & biases develop in uniprofessional program curricula - faculty members have no formal training in teamwork & IP teaching, facilitation, & practice benefits & barriers of SLU IPE program benefits - provides students exposure to health professionals w/ a unique practice setting -provides additional faculty resources for the IPE program -promotes greater understanding & respect b/t the health professions involved in the program -provides programs w/ a means to meet shared external accreditation standards barriers: - lack of connection b/t IPE & clinical practice -lack of support for IPE program from administration -lack of time available for IPE courses in crowded curricular tracks -lack of competency-based assessments in IPE program domains of SLU IPE 1. inter professional practice 2. patient centered care 3. wellness 4. patient safety & quality care 5. social justice premises for IPE at SLU (7), IPE learning... 1. augments specific knowledge & skills required for each health profession 2. is based on university mission, professional curricula goals, & identified needs of improvement of health outcomes 3. experiences are integrated throughout the educational program 4. focuses on patient/ client- centered care 5. is case-based 6. is interactive des reflection organizations that support & disseminate IPE research 1. Canadian inter professional health collaborative 2. american inter professional health collaborative 3. biennial international conference for IPE/IPP 4. national center for inter professional practice & education 5. centre for the advancement of inter professional education IPCP definition & benefits -interprofessional collaborative practice when multiple health workers from different professional backgrounds work together with patients, families, caregivers, & communities to deliver the highest quality of care (World health organization) benefits: collaborative practice (IPCP) helps strengthen the health care system & improves outcomes (WHO) -improved population health & patient care - improved access to health care -improved recruitment & retention of health care providers -improved patient safety & communication among health care providers -improved use of resources -improved satisfaction among patients & health care providers