Lightning Talk Description: The current complicated health care landscape is fueling innovation in interprofessional education (IPE) to prepare future generations of health professionals for collaborative practice (CP) that is agile and adaptive. Interprofessional socialization and mentorship in communication and teamwork can improve learners’ capacity to address gaps in CP as they enter the workforce to improve patient outcomes together.
This presentation will explain the rationale behind the creation of an interprofessional learning community inclusive of 12 learners and 3 faculty mentors from a variety of graduate health profession programs as well as explore the impact of engagement in this learning community on learners’ attitudes related to IPE and CP. The primary goal of this interprofessional learning community was to facilitate interprofessional socialization through relationship development between a small group of interprofessional learners and interprofessional faculty mentors. Other goals were to foster leadership development and establish a platform to collect stakeholder feedback from multiple health professional learners on their IPE curriculum. Intentionally structured meetings around learner IPE goals and interests empowered learners to address identified gaps in their IPE curriculum through collaboration with faculty mentors over 1-year. Projects included providing constructive feedback on the onboarding process of learners into their IPE center, the facilitation of an on campus interprofessional event, efforts to improve the IPE culture on campus, and collaboration between learners and faculty to improve virtual and in person IPE activity offerings within their IPE center.
Previous studies in multiple health professions have individually investigated learning communities centered around reflective learning; these studies have demonstrated that mentorship models facilitate learner professional formation and assist with leadership development. Learning communities composed of small groups of learners and faculty mentors in health professional programs have facilitated relationship development and professional growth. Interprofessional learning communities made up of faculty mentors and learners from multiple health professions has the potential to create a rich environment of learning from, with, and about other health professions and make these individual health professionals “better together.” To the authors’ knowledge, the concept of interprofessional learning communities has not been investigated.
An assessment of the impact of this interprofessional learning community on these learners’ attitudes as related to interprofessional education (IPE) and collaborative practice will be discussed. These findings will provide valuable information for growth in IPE learner- faculty collaboration allowing us to move forward "better together".
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
