Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes (2015) / Chapter Skim
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3 Conceptual Framework for Measuring the Impact of IPE
3 Conceptual Framework for Measuring the Impact of IPE
Pages 25-38
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From page 25... ...
. This model builds on earlier thinking about a patient-centered approach to learning in the health professions and describes the intersections of IPE with basic education, graduate education, and continuing IPE; it also captures the understanding that point-of-care learning is a key component of lifelong learning (Josiah Macy Jr.
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From page 26... ...
These concepts include the developmental stages of a professional's career across the learning continuum, the incorporation of IPE into formal professional education across the developmental stages of a career, and the distinction between traditional formal continuing education (e.g., "update" models) and planned or serendipitous workplace learning (Lloyd et al., 2014; Nowlen, 1988)
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From page 27... ...
In these efforts, a variety of positive outcomes have resulted from the deployment of new interprofessional models of care that stress the value of workplace learning rather than formal educational activities. These largescale system redesign efforts underline the importance of incorporating what has been called the untapped opportunity for learning and change within practice environments offered by workplace learning, individual and organizational performance improvement efforts, and patient safety programs (Nisbet et al., 2013)
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From page 28... ...
Diverse payment structures and differences in professional and organizational cultures generate obstacles to effective interprofessional work and evaluation, while positive changes in workforce and financing policies may enable more effective collaboration and foster robust interprofessional evaluation. An Interprofessional Conceptual Model for Evaluating Outcomes The interprofessional learning continuum (IPLC)
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From page 29... ...
model. NOTE: For this model, "graduate education" encompasses any advanced formal or supervised health professions training taking place between completion of foundational education and entry into unsupervised practice.
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From page 30... ...
But in many places and for most health professions, formal education is highly regulated by accreditation, while informal workplace learning is influenced by the practice environment, including certification and licensing standards that are specific to each profession. In the committee's model, these concepts are incorporated in the three core developmental stages for health professionals: foundational
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From page 31... ...
. to more deliberative explicit focus on learning, where learning occurs through and is a central part of everyday work practice." This notion encompasses formal continuing education activities for maintaining licensure or certification as well as interprofessional development activities for informal on-the-job learning.
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From page 32... ...
. Charting expectations for individual learners along the learning continuum provides markers for planning, implementing, and evaluating IPE activities at appropriate times and intervals that align with the educational path of other learners, and establishes the basis for a progression of learner assessments.
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From page 33... ...
CONCLUSION Having a comprehensive conceptual model provides a taxonomy and framework for discussion of the evidence linking IPE with learning, health, and system outcomes. Without such a model, evaluating the impact of IPE on the health of patients and populations and on health system structure and function is difficult and perhaps impossible.
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From page 34... ...
In sum, adoption of a conceptual model of IPE could focus related r esearch and evaluation on individual, population, and system outcomes that go beyond learning and testing of team function. By visualizing the entire IPE process, such a model illuminates the different environments where IPE occurs, as well as the importance of aligning education and practice, enabling more systemic and robust research.
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From page 35... ...
1999. Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes?
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From page 36... ...
2014. Examining the intersections be tween continuing education, interprofessional education and workplace learning.
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From page 37... ...
Journal of Continuing Education in the Health Professions 32(3)
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From page 38... ...
2012. Kirkpatrick's levels and education "evidence." Medical Education 46(1)
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