Develop Multi-institutional Collaborative Relationships for Interprofessional Education Research
Over the past two decades, interprofessional education (IPE) research has grown dramatically as IPE has become more common at academic institutions and in health professions’ accreditation standards. However, IPE research has primarily occurred at single institutions/contexts with unique assessment tools. Comparing pedagogical approaches and assessment tools across contexts and learner levels is necessary to advance the educational preparation of health professionals.
Academic institutions and health professions programs are challenged to develop, implement and assess IPE activities. IPE research and scholarly work is often performed in single institutions, making it difficult to compare IPE curricula across the education system. Additionally, IPE pioneers have made strong recommendations to increase the quality and rigor of current research. Moving beyond single-site studies, incorporating longitudinal assessments, measuring perceptions, knowledge, skills or behaviors using validated instruments, and/or evaluating outcomes using the Kirkpatrick modified model are examples of increasing the quality and rigor in IPE research.
The purpose of this session is to provide structured workshop time for educators who are interested in expanding IPE research, the opportunity to network with colleagues from other institutions. In small groups, participants will actively use Donabedian’s quality improvement model to develop an initial research agenda that expands past single site studies.
1) Identify seminal IPE research articles outlining current IPE literature and opportunities for research;
2) Identify faculty at other institutions who share similar IPE assessment interests;
3) Initiate a plan for communication post-conference focused on developing an IPE research proposal involving more than one institute/site.
1. Zorek J, Raehl C. Interprofessional education accreditation standards in the USA: a comparative analysis. J Interprof Care. 2013;27(2):123-30.
2. Rogers GD, Thistlethwaite JE, Anderson ES, Abrandt Dahlgren M, Grymonpre RE, Moran M, et al. International consensus statement on the assessment of interprofessional learning outcomes. Med Teach. 2017;39(4):347-59.