The IPE/IPP webpage is here to help member programs understand IPE/IPP, their role in it, and to assist programs to break into IPE/IPP activities within their institutions, and in some cases, across institutions.
When the CAPCSD IPE/IPP Committee was first started, the charge was just that - to talk about getting started. Many of the actions in CAPCSD’s first IPE webpages offered instructions with how to get started, using example programs, advice from various experts, and student testimonials. As member programs have embraced IPE and IPP at their respective institutions, the committee discussed ways to further the conversation. The IPE/IPP blog is a forum for faculty at member programs, and their interprofessional colleagues, to exchange of ideas or experiences with personal reflections and recommendations from a wide variety of members.
Please visit the IPE/IPP blog frequently to review posts and comments on current best practices in IPE and IPP and engage in conversations with an interprofessional team.
Overview on Interprofessional Education
What is Interprofessional Education (IPE)?
IPE is when two or more professions learn about, from, and with each to foster effective collaboration and improve outcomes and the quality of care (e.g., Thistlethwaite & Nisbet, 2007; WHO, 2010).
What is Interprofessional Practice (IPP)?
IPP is when two or more professionals effectively collaborate together to improve outcomes and the quality of care for their client/patient. With IPP, there is no preconceived hierarchy (e.g., WHO, 2010).
What IPE and IPP are Not
IPE isn’t happening when two or more professions learn side by side each other, with no interaction or no learning from each other. IPE is not the same as multi- or transdisciplinary interactions. A multidisciplinary approach involves multiple disciplines but it does not, by definition, necessarily involve professionals, or pre-professionals, learning about, from, and with each to foster effective collaboration.
IPE also is not cross-training. Cross-training occurs when professionals, or pre-professionals, are taught to perform job functions for other professions. This is not the goal of IPE.
Finally, IPP isn’t happening when two or more professionals are serving the same client/patient but not working collaboratively as a team, with a preconceived hierarchy.
Rationale For IPE/IPP
What is driving IPE and IPP?
· Unsustainably increasing cost of medical care
· The Affordable Care Act
· Changes in payment methods (e.g., bundled payments, value-based purchasing)
· Increasing calls/demands for quality, efficiency, and accountability by regulators, health care rating organizations, accrediting bodies, employers, commercial payers, and the public
The assumption is that improved IPE will lead to improved IPP, which will lead to improved health/educational outcomes. There are some data to indicate this assumption. Six studies assessing effectiveness of IPE intervention vs. uniprofessional or no education intervention (Reeves, Goldman, Burton, & Sawatzky-Girling, 2010; Cochrane database, 2008)
· Four studies showed positive outcomes in knowledge & skills, increased patient satisfaction, decreased errors, and increased collaborative behavior
· Two showed no impact on practice or care
What are the core competencies of IPE/IPP? (Interprofessional Education Collaborative Expert Panel, 2016).
1. Work with individuals of other professions to maintain a climate of mutual respect and shared values. (Values/Ethics for Interprofessional Practice)
2. Use the knowledge of one’s own role and those of other professions to appropriately assess and address the health care needs of patients and to promote and advance the health of populations. (Roles/Responsibilities)
3. Communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease. (Interprofessional Communication)
4. Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable. (Teams and Teamwork)
Do SLPs and audiologists have a special niche in the new health care system?
SLPs and audiologists, besides their specialty areas, need to emphasize that they excel in the area of spoken and written communication and health literacy. IPP affects the educational setting because of Medicaid (much of IPE/IPE is being driven because of changes in medical reimbursement). Additionally, given that IPE/IPP is focused on improved outcomes and the quality of care, the same model can and should be applied to educational settings.