Key factors in planning and implementing interprofessional education in health care settings.
Interprofessional education (IPE) is regarded by many health care practitioners (i.e., nurses, occupational therapists, physicians), educators, and policy makers as an important activity to enhance the quality of teamwork and patient care. While the focus on developing an evidence basis for IPE has demonstrated the potential value of IPE for improving collaboration and patient outcomes, exploration of key concepts that underpin IPE has been overlooked. In this commentary, we aim to begin addressing this oversight by identifying and discussing key conceptual factors that are critical for the planning and implementation of IPE. We draw upon our prior IPE curricula development and research experiences, as well as the published literature, to argue that seven interconnecting learner-focused, faculty-focused, and organization-focused factors are key to the successful planning and implementation of IPE. We also argue that IPE planners need to be cognizant of all seven factors and how they interact with one another to help ensure they maximize success in their work.
Reeves
Scott
S
Li Ka Shing Knowledge Institute of St. Michael's Hospital, Department of Psychiatry, University of Toronto, Ontario, Canada. scott.reeves@utoronto.ca
Goldman
Joanne
J
Oandasan
Ivy
I
D004517:Education, Professional / Q000458:organization & administration*; D006268:Health Facilities; D006282:Health Personnel / Q000193:education*; D006801:Humans; D007400:Interprofessional Relations; D009864:Ontario; D016730:Program Development / Q000379:methods*