Learning "About," "With," and "From" - Embedding Interprofessional Education within the Curriculum

The necessity of interprofessional education was previously showcased by the World Health Organization's (WHO) (2010) Framework for Action on Interprofessional Education and Collaborative Practice. This explicit recognition of healthcare as a fragmented, complex system with unmet needs - foreshadowed a call to action. Healthcare professionals have realized the need for an ongoing focus on patient-centered integrated care, improving outcomes, lowering cost, and improving the overall patient experience (Sikka, Morath, & Leape, 2015). At the center of this effort are interprofessional teams. Educational programs are responsible for providing innovative interprofessional experiences that highlight the continuum of care. Working with community stakeholders, programs should cultivate learning experiences and workforce strategies specific to local community needs. Healthcare and educational stakeholders must work collaboratively to outline and define desired competencies. Utilizing environmental data, programs can craft program content that can ensure that students are prepared to effectively serve as part of an interprofessional team. Experiences should include team leadership, immersive collaboration, interpersonal communication skills, and encourage exploration of peer roles within healthcare. Program recommendations for integrating innovative, interprofessional, and immersive experiences within the health administration curriculum follows.

Learning "About," "With," and "From" - Embedding Interprofessional Education within the Curriculum Academic Article