Embracing quality and safety education for the 21st century: building interprofessional education.
The education of health professions students is rooted historically in time-honored and silo-bound traditions of pedagogy and content not easily influenced by outside forces. However, the quality chasm work of the Institute of Medicine, Institute of Healthcare Improvement, Quality and Safety Education for Nurses, and other groups has led to a remarkable willingness to change at one academic health sciences university. This article describes one university's strategies, challenges, and successes in delivering interprofessional educational programs. Four interprofessional learning activities, developed using a plan-do-study-act model and focused on teamwork, quality, and safety, are presented. Challenges and successes encountered are described as well as a curricular framework to enhance sustainability.
Thompson
Sarah A
SA
University of Nebraska Medical Center College of Nursing, Omaha, Nebraska 68198-5330, USA. sathompson@unmc.edu
Tilden
Virginia P
VP
D000488:Allied Health Personnel / Q000193:education; D003162:Competency-Based Education / Q000379:methods*; D004501:Education, Medical / Q000379:methods / Q000458:organization & administration; D004508:Education, Nursing, Baccalaureate / Q000379:methods / Q000458:organization & administration; D004512:Education, Pharmacy / Q000379:methods / Q000458:organization & administration; D004517:Education, Professional / Q000379:methods / Q000458:organization & administration; D006801:Humans; D007400:Interprofessional Relations; D009329:Nebraska; D011787:Quality of Health Care; D017751:Safety Management