Madeline
Neal, BS
Madeline Neal, Director of Special Programs for the Office of Interprofessional Education and Practice (OIPEP) at UNC Chapel Hill, has a background in nutrition and a decade’s worth of experience managing interprofessional research projects that address issues central to population health and the healthcare workforce. Ms. Neal has extensive experience working with UNC’s professional students; she plans, implements, and evaluates campus-based interprofessional student activities; serves as university advisor for the student executive committee for IPE; and served as program coordinator and research consultant for the Hillman Scholars Program in Nursing Innovation before joining OIPEP.
Presenting at the Nexus Summit:
The 2019 Guidance on developing quality interprofessional education (IPE) for the health professions provides an exceptional blueprint for how to intentionally build interprofessional experiences. By bringing together leaders in IPE and accreditation, it suggests that intentional IPE should be built with outcomes based goals, deliberate design, and assessment throughout.
At the University of North Carolina at Chapel Hill, we recognize the importance of initiating IPE as early as possible in the curriculum to set the stage for IPE and to raise awareness of how unintentional biases can be…
Workshop Description:
Designing quality interprofessional education and practice experiences requires top-down support. The recent 2019 guidance from the Health Professions Accreditors Collaborative encourages institutional leaders to develop a systematic approach to foster IPE and engage with academic and community partners. This workshop will address the theme of Quality Interprofessional Education and Accreditation by providing an overview of a strategic planning framework that participants can adapt to their own institution in order to develop sustainable IPE relationships. Our team will…
Quality IPE starts with a clear plan for development and implementation across multiple professions. Each profession must consider context, teaching strategies, reasoning for the approach, competencies and learning outcomes that are salient for their own profession but also for the professions with whom they are collaborating. Additionally, there is a need to establish ‘social IPE’ where students have opportunities to get to know each other outside of formal, intentional IPE activities. Both of these strategies to advance IPEP take time, and if not carefully planned can overwhelm systems and…