Interprofessional Healthcare Honors Colloquium
While not a new concept, Interprofessional Education (IPE) has generated considerable interest in the past several years. IPE involves more than simply having students from various programs taking common classes together. An IPE curriculum is designed to promote an understanding, appreciation and application of the roles, talents and responsibilities of the members of the health care team. The Winter IAMSE webcast seminar series brings together a collection of the leaders and programs that have implemented successful IPE activities. This series will begin with an overview of IPE and how it has grown over the years followed by a perspective on what is involved in developing a successful program. Specific sessions will include: An IPE course incorporating a community-based service learning project, an IPE Honors Colloquium, clinical clerkship IPE experiences, a comprehensive curricular design and a set of IPE activities including the requisite faculty development to make it all happen.
Health profession education programs are increasingly being challenged to prepare practice-ready graduates who deliver high quality patient/community-centered care as effective members of interprofessional teams.
To meet this demand, students enrolled in health science programs at the University of Kentucky participate in a semester-long interprofessional honors course designed to provide them with a forum to explore the characteristics and implications of collaborative practice around one or more cross-cutting healthcare challenges while learning more about themselves as team members. As a result of participation in this course, students learn to understand, appreciate and value interprofessional collaboration among their colleagues. Multiple colleges participated in needs assessment and feasibility study in 2008 and subsequent course design, planning, and implementation of the interprofessional honors colloquium.
Ultimately the course has become a collaborative project across eight colleges and 12 educational programs, wherein each contributes equally-valued resources. Faculty from the participating colleges acted as instructors, lecturers, or small group facilitators. Students are invited by their respective deans to participate. Twenty-six students enrolled in the course initially. Three years later, course enrollment has more than doubled and there is an impressive waiting list. Despite competing demands and limited resources, 100% of the faculty have been retained and students frequently enroll for more than one semester. Data suggests that the course experience has an impact on students attitudes toward, respect for, and understanding of teamwork and one another’s professional roles.
DMU faculty and staff.
Andrea Pfeifle, EdD, PT
Assistant Professor, Director of Education for DFCM, University of Kentucky College of Medicine
- 1.00 CE Contact Hour(s)