FAQs 1

HHS: Multiple Chronic Conditions Education and Training Repository

This is a searchable database of nearly 70 education resources compiled by the U.S. Department of Health and Human Services. Materials were gathered from government agencies, academic institutions, and healthcare organizations that are patient-centered and utilize cross-discipline collaboration to deliver quality care for people living with MCC. 

Integrated Behavioral Health Psychology Program

The purpose of the Integrated Behavioral Health Psychology (IBHP) Program at the University of Texas at Austin (UT Austin) is to prepare doctoral-level students in UT’s APA-accredited health services psychology programs (Clinical, Counseling, and School) to provide culturally and linguistically competent, evidence-based behavioral health services as part of interprofessional health care teams serving vulnerable and underserved populations within community health settings.

MedEdPORTAL
MedEdPORTAL is a free, cross-indexed suite of services provided by the Association of American Medical Colleges. Through Publications, iCollaborative, and the CE Directory, MedEdPORTAL aims to equip healthcare professionals across the continuum with effective and efficient educational tools to improve patient care.

Multiple Chronic Conditions Resource Center

Search the latest information to support clinical management of patients with multiple chronic conditions, symptoms, and self management.

National Center for Interprofessional Practice and Education's Resource Exchange
Search the new Literature Compendium, which contains nearly 500 peer-reviewed articles on interprofessional education and collaborative practice.

BOOKS:

-Switch: How to Change Things When Change is Hard; Chip and Dan Health, 2010

-Influencer, The New Science of Leading Change, Second Edition; Joseph Grenny, Kerry Patterson, David Maxfield, Ron McMillian, and Al Switzier, 2013

-Teaming: How Organizations Learn, Innovate, and Compete in the Knowledge Economy; Amy Edmonson, 2014

-Difficult Conversations: How to Discuss What Matters Most; Douglas Stone, Bruce Patton, and Shelia Heen, 2010

-Leading Change; John Kotter, 2012

-Our Iceberg is Melting: Changing and Succeeding Under Any Conditions; John Kotter, 2006

-The Surprising Power of Liberating Structures: Simple Rules to Unleash A Culture of Innovation; Henri Lipmanowicz and Keith McCandless, 2014

-Crucial Conversations: Tools for Talking When Stakes are High; Kerry Patterson, Joseph Grenny, Ron McMillian, Al Switzler, and Stephen Covey, 2002

-Dialogue: The Art of Thinking Together; William Isaacs, 1999. 

-Emotional Intelligence: Why It Can Matter More Than IQ; Daniel Goleman, 1997

-From Debate to Dialogue: Using the Understanding Process to Transform Our Conversations; Deborah Flick, 1998

-Getting to Yes: How to Negotiate Agreement without Giving In; Roger Risher, William Ur, Bruce Patton, 2011

-Nonviolent Communication: A Language of Compassion; Marshall Rosenberg, 1999

-Primal Leadership: Unleashing the Power of Emotional Intelligence; Daniel Goleman, 2013

 

FAQs

What is interprofessional education (IPE)?

“When students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes,” (World Health Organization, 2010, pp. 7).

You only need to have students from two different professions involved in IPE to fit the definition.  

What schools at UT are involved?

IPE at UT is a collaboration among the College of Pharmacy, Dell Medical School, the School of Nursing, and the School of Social Work. In addition to those schools, IPE electives are offered in advertising, applied learning and development, communication studies, curriculum and instruction, educational psychology, nutrition, psychology, sociology, and statistics. Visit IPE Electives for more information on current offerings. 


What is the goal of interprofessional education?

“To prepare all health professions students for deliberatively working together with the common goal of building a safer and better patient-centered and community/population oriented U.S. health care system” (IPEC, 2011, pp. 3).
 

What are some barriers to interprofessional education?

  • Interprofessional learning expectations may not be consistently integrated into curricula for students in different health professions.
  • Faculty and preceptor development on IPE are needed.
  • Logistics, logistics, logistics. How do you match up different schedules, different expectations, different course requirements, etc..?

As a student, what can I do to improve my interprofessional collaborative practice skills?

  • Check out the calendar on this website for IPE activities/opportunities and participate.
  • Talk to students and health professionals in a different health profession about their role on the health care team.
  • Look for courses that emphasize teamwork and communication.
  • Take an elective that focuses on IPE or includes students from other health professions.
  • Work with your student organization to arrange interprofessional opportunities for community service or networking.

As a faculty, what can I do to facilitate interprofessional education?

  • Participate in faculty development programs related to IPE. These programs will be highlighted on our calendar.
  • Require students to participate in IPE activities for extra credit, part of their course work or as a portfolio requirement.
  • If appropriate, use teamwork in your class and construct learning activities that emphasize team-building and professional communication.
  • If appropriate, provide seats in your course for students from other health professions.
  • Be flexible and creative. As we increase the emphasis on IPE, faculty will be looking for opportunities to partner with other professions or access different health profession students to participate or consult on team projects.