A “CLARION” Call for Embracing IPE as the Status Quo for Preparing Health Professionals to Engage in Interprofessional Health Research

Kimberly Adams Tufts

doi:doi:10.11648/j.ajhr.s.2016040201.11

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A “CLARION” Call for Embracing IPE as the Status Quo for Preparing Health Professionals to Engage in Interprofessional Health Research

Kimberly Adams Tufts

Published in American Journal of Health Research (Volume 4, Issue 2-1)

Received: 25 June 2015 Accepted: 27 June 2015 Published: 29 February 2016

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Abstract

Complex health conditions and the social-economic determinants that contribute to disease and injury incidence, prevalence, and health inequalities require multifaceted evidence-based interventions that only interprofessional research teams who collaborate across traditional disciplinary lines can generate. Interprofessionally driven and derived research evidence is the method of du jour. Nonetheless as a whole, health professionals who are often members of interprofessional health research teams are products of educational systems wherein they were educated in disciplinary silos. Health professionals that learn about, with, from each other during their foundational education will be better prepared to function as interprofessional research team members. With the impetus of policy-makers, and accrediting bodies as well as support from funders, educational institutions are cautiously adopting interprofessional education (IPE). However, there remains a lack of empirical evidence about the downstream results of IPE, namely health and health systems outcomes. Thus, the IPE arena is ripe with opportunities for health and health services researchers.

Published in	American Journal of Health Research (Volume 4, Issue 2-1) This article belongs to the Special Issue Interprofessional Education and Collaboration is a Call for Improvement Across the Board in the Health Sciences
DOI	10.11648/j.ajhr.s.2016040201.11
Page(s)	1-3
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

CREATE, Health Professions, Health Research, Interprofessional Education

References

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[3]	S. Reeves, S. Lewin, S. Espin, and M. Zwarenstein, Interprofessional teamwork for health and social care, London: Wiley-Blackwell, 2010.
[4]	WHO, Framework for action on interprofessional education and collaborative practice. Geneva: Switzerland, 2010.
[5]	Pew Health Professions Commission, Health professions education for the future: Schools in service to the Nation, San Francisco: Pew Commission, 1993.
[6]	Institute of Medicine, Health professions Education: A bridge to quality, Washington, D.C.: National Academies Press, 2003.
[7]	National Center for Interprofessional Practice and Education, Reconnecting learning and practice: CLARION celebrates 10th year of national, student-led interprofessional case competition, 2014. Retrieved from https://nexusipe.org/news/reconnecting-learning-and-practice-clarion-celebrates-10th-year-national-student-led.
[8]	J. Frenk, L. Chen, Z. A. Bhutta, J. Cohen, N. Crisp, T. Evans, H. Fineberg, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet, vol. 376(9756), 2010, pp. 1923-1958.
[9]	Interprofessional Education Collaborative Expert Panel, Core competencies for interprofessional collaborative practice: Report of an expert panel, Washington, D.C.: Interprofessional Education Collaborative, 2011. Retrieved from http://www.aacn.nche.edu/education-resources/ipecreport.pdf.
[10]	Commission on Accreditation of Athletic Training Education, Standards for the Accreditation of Post-Professional Athletic Training Residency Programs, Austin Texas, 2014. Retrieved from http://caate.net/wp-content/uploads/2014/06/Residency-Standards-.pdf.
[11]	Liaison Committee on Medical Education, Functions and structure of a medical school: Standards for accreditation of medical education programs leading to the M.D. degree, Washington, D.C., 2015.
[12]	HRSA, Interprofessional education: Coordinating center for interprofessional education and collaborative practice, 2012. Retrieved from http://bhpr.hrsa.gov/grants/interprofessional/index.html.
[13]	Josiah Macy, Jr. Foundation, Careers for leaders and innovators in health professions education: 2014 annual report, New York, N. Y., 2014. Retrieved from http://macyfoundation.org/docs/annual_reports/JMF_14_AnnualReport_fin_web.pdf.
[14]	Institute of Medicine, Measuring the Impact of Interprofessional Education (IPE) on Collaborative Practice and Patient Outcomes, Washington, DC: National Academies Press, 2015.

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Kimberly Adams Tufts. (2016). A “CLARION” Call for Embracing IPE as the Status Quo for Preparing Health Professionals to Engage in Interprofessional Health Research. American Journal of Health Research, 4(2-1), 1-3. https://doi.org/10.11648/j.ajhr.s.2016040201.11

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ACS Style

Kimberly Adams Tufts. A “CLARION” Call for Embracing IPE as the Status Quo for Preparing Health Professionals to Engage in Interprofessional Health Research. Am. J. Health Res. 2016, 4(2-1), 1-3. doi: 10.11648/j.ajhr.s.2016040201.11

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AMA Style

Kimberly Adams Tufts. A “CLARION” Call for Embracing IPE as the Status Quo for Preparing Health Professionals to Engage in Interprofessional Health Research. Am J Health Res. 2016;4(2-1):1-3. doi: 10.11648/j.ajhr.s.2016040201.11

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@article{10.11648/j.ajhr.s.2016040201.11,
  author = {Kimberly Adams Tufts},
  title = {A “CLARION” Call for Embracing IPE as the Status Quo for Preparing Health Professionals to Engage in Interprofessional Health Research},
  journal = {American Journal of Health Research},
  volume = {4},
  number = {2-1},
  pages = {1-3},
  doi = {10.11648/j.ajhr.s.2016040201.11},
  url = {https://doi.org/10.11648/j.ajhr.s.2016040201.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajhr.s.2016040201.11},
  abstract = {Complex health conditions and the social-economic determinants that contribute to disease and injury incidence, prevalence, and health inequalities require multifaceted evidence-based interventions that only interprofessional research teams who collaborate across traditional disciplinary lines can generate. Interprofessionally driven and derived research evidence is the method of du jour. Nonetheless as a whole, health professionals who are often members of interprofessional health research teams are products of educational systems wherein they were educated in disciplinary silos. Health professionals that learn about, with, from each other during their foundational education will be better prepared to function as interprofessional research team members. With the impetus of policy-makers, and accrediting bodies as well as support from funders, educational institutions are cautiously adopting interprofessional education (IPE). However, there remains a lack of empirical evidence about the downstream results of IPE, namely health and health systems outcomes. Thus, the IPE arena is ripe with opportunities for health and health services researchers.},
 year = {2016}
}

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TY  - JOUR
T1  - A “CLARION” Call for Embracing IPE as the Status Quo for Preparing Health Professionals to Engage in Interprofessional Health Research
AU  - Kimberly Adams Tufts
Y1  - 2016/02/29
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AB  - Complex health conditions and the social-economic determinants that contribute to disease and injury incidence, prevalence, and health inequalities require multifaceted evidence-based interventions that only interprofessional research teams who collaborate across traditional disciplinary lines can generate. Interprofessionally driven and derived research evidence is the method of du jour. Nonetheless as a whole, health professionals who are often members of interprofessional health research teams are products of educational systems wherein they were educated in disciplinary silos. Health professionals that learn about, with, from each other during their foundational education will be better prepared to function as interprofessional research team members. With the impetus of policy-makers, and accrediting bodies as well as support from funders, educational institutions are cautiously adopting interprofessional education (IPE). However, there remains a lack of empirical evidence about the downstream results of IPE, namely health and health systems outcomes. Thus, the IPE arena is ripe with opportunities for health and health services researchers.
VL  - 4
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Author Information

Kimberly Adams Tufts

College of Health Sciences, Old Dominion University, Norfolk, USA

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Plain Text BibTeX RIS

APA Style

Kimberly Adams Tufts. (2016). A “CLARION” Call for Embracing IPE as the Status Quo for Preparing Health Professionals to Engage in Interprofessional Health Research. American Journal of Health Research, 4(2-1), 1-3. https://doi.org/10.11648/j.ajhr.s.2016040201.11

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ACS Style

Kimberly Adams Tufts. A “CLARION” Call for Embracing IPE as the Status Quo for Preparing Health Professionals to Engage in Interprofessional Health Research. Am. J. Health Res. 2016, 4(2-1), 1-3. doi: 10.11648/j.ajhr.s.2016040201.11

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AMA Style

Kimberly Adams Tufts. A “CLARION” Call for Embracing IPE as the Status Quo for Preparing Health Professionals to Engage in Interprofessional Health Research. Am J Health Res. 2016;4(2-1):1-3. doi: 10.11648/j.ajhr.s.2016040201.11

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@article{10.11648/j.ajhr.s.2016040201.11,
  author = {Kimberly Adams Tufts},
  title = {A “CLARION” Call for Embracing IPE as the Status Quo for Preparing Health Professionals to Engage in Interprofessional Health Research},
  journal = {American Journal of Health Research},
  volume = {4},
  number = {2-1},
  pages = {1-3},
  doi = {10.11648/j.ajhr.s.2016040201.11},
  url = {https://doi.org/10.11648/j.ajhr.s.2016040201.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajhr.s.2016040201.11},
  abstract = {Complex health conditions and the social-economic determinants that contribute to disease and injury incidence, prevalence, and health inequalities require multifaceted evidence-based interventions that only interprofessional research teams who collaborate across traditional disciplinary lines can generate. Interprofessionally driven and derived research evidence is the method of du jour. Nonetheless as a whole, health professionals who are often members of interprofessional health research teams are products of educational systems wherein they were educated in disciplinary silos. Health professionals that learn about, with, from each other during their foundational education will be better prepared to function as interprofessional research team members. With the impetus of policy-makers, and accrediting bodies as well as support from funders, educational institutions are cautiously adopting interprofessional education (IPE). However, there remains a lack of empirical evidence about the downstream results of IPE, namely health and health systems outcomes. Thus, the IPE arena is ripe with opportunities for health and health services researchers.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - A “CLARION” Call for Embracing IPE as the Status Quo for Preparing Health Professionals to Engage in Interprofessional Health Research
AU  - Kimberly Adams Tufts
Y1  - 2016/02/29
PY  - 2016
N1  - https://doi.org/10.11648/j.ajhr.s.2016040201.11
DO  - 10.11648/j.ajhr.s.2016040201.11
T2  - American Journal of Health Research
JF  - American Journal of Health Research
JO  - American Journal of Health Research
SP  - 1
EP  - 3
PB  - Science Publishing Group
SN  - 2330-8796
UR  - https://doi.org/10.11648/j.ajhr.s.2016040201.11
AB  - Complex health conditions and the social-economic determinants that contribute to disease and injury incidence, prevalence, and health inequalities require multifaceted evidence-based interventions that only interprofessional research teams who collaborate across traditional disciplinary lines can generate. Interprofessionally driven and derived research evidence is the method of du jour. Nonetheless as a whole, health professionals who are often members of interprofessional health research teams are products of educational systems wherein they were educated in disciplinary silos. Health professionals that learn about, with, from each other during their foundational education will be better prepared to function as interprofessional research team members. With the impetus of policy-makers, and accrediting bodies as well as support from funders, educational institutions are cautiously adopting interprofessional education (IPE). However, there remains a lack of empirical evidence about the downstream results of IPE, namely health and health systems outcomes. Thus, the IPE arena is ripe with opportunities for health and health services researchers.
VL  - 4
IS  - 2-1
ER  -

Copy | Download