Congratulations to our
2023 Award for Institutional Excellence and Innovation in Interprofessional Education and Collaborative Health Care Recipients
Award Winner
Louisiana State University Health Sciences Center - New Orleans
LOUISIANA STATE UNIVERSITY HEALTH SCIENCES CENTER – NEW ORLEANS, SCHOOL OF ALLIED HEALTH PROFESSIONS 2023 ASSOCIATION OF SCHOOLS ADVANCING HEALTH PROFESSIONS (ASAHP) AWARD FOR INSTITUTIONAL EXCELLENCE AND INNOVATION IN INTERPROFESSIONAL (IPE) AND COLLABORATIVE HEALTH CARE; Erin Dugan (LSU Health Sciences Center – New Orleans); John B. Zamjahn, (LSU Health Sciences Center – New Orleans); Daniel Held (LSU Health Sciences Center – New Orleans); Amber Weydert, (LSU Health Sciences Center – New Orleans); Michael C. Norman (LSU Health Sciences Center – New Orleans); Tina Patel Gunaldo, (LSU Health Sciences Center – New Orleans); and Janet Southerland (LSU Health Sciences Center – New Orleans)
Louisiana State University Health Sciences Center at New Orleans (LSUHSC-NO) is an academic health sciences center offering 31-degree programs across six schools: Allied Health Professions, Dentistry, Graduate Studies, Medicine, Nursing, and Public Health. Its mission is to provide education, research, and public service through direct patient care and community outreach.
Although interprofessional work in the United States was recently formalized through the Interprofessional Education Collaborative (IPEC) and the National Center for Interprofessional Practice and Education, LSUHSC-NO has demonstrated its support for interprofessional education and collaborative for the past 50 years. Dr. William H. Stewart, MD, our LSUHSC-NO Chancellor at the time, was an invited speaker at the 1972 Institute of Medicine conference, Educating for the Health Team. In 2011, the leadership and national-level engagement of Dr. Sandra Carlin Andrieu, PhD, Associate Dean for Academic Affairs and Professor in the School of Dentistry and others at LSUHSC-NO led the development of an IPE (Interprofessional Education) elective which was offered from 2012-2016. In 2015, the Center for Interprofessional Education and Collaborative Practice (CIPECP) was established. The CIPECP is the institution’s centralized office supporting all interprofessional activities.
The educational programs of the Louisiana State University Health Sciences Center at New Orleans prepare students for careers as health care professionals and scientists. The Health Sciences Center disseminates and advances knowledge through State and national programs of basic and clinical research, resulting in publications, technology transfer, and related economic enhancements to meet the changing needs of the State of Louisiana and the nation.
Program of Merit
Rosalind Franklin University of Medicine and Science
ROSALIND FRANKLIN UNIVERSITY OF MEDICINE AND SCIENCE: 20 YEARS OF INNOVATION, COLLABORATION AND EXCELLENCE IN INTERPROFESSIONAL EDUCATION; Jim Carlson (Rosalind Franklin University of Medicine and Science); Meredith Baker-Rush (Rosalind Franklin University of Medicine and Science); Tamzin Batteson (Rosalind Franklin University of Medicine and Science); Robin Dyer (Rosalind Franklin University of Medicine and Science)
Background: Rosalind Franklin University of Medicine and Science (RFU) is recognized as a national leader in interprofessionalism (IP). This presentation highlights key initiatives around a comprehensive approach to IP education, IP clinical care, establishing an IP institutional culture and IP focused community engagement.
Highlighted IP Initiatives:
Education:
All RFU students participate in a Foundations of Interprofessional Practice Course focused on core IP and teamworking competencies
An earned Distinction for Excellence in Interprofessional Healthcare recognizes exceptional IP leadership, scholarship, clinical care, population health and wellness, and service accomplishments
Clinical Care: The Interprofessional Community Clinic (ICC) is a student-lead free clinic for underserved and uninsured patients delivered within an interprofessional model
Institutional Culture: Strategic implementation of IP initiatives demonstrate a high level of IP engagement institution wide
Community engagement: Implementation of community and academic pipelines focused on preparing collaborative-ready healthcare professionals
Conclusions: This presentation highlights a comprehensive approach with demonstrated outcomes around interprofessional education and collaborative practice at a graduate level health sciences university.
Program of Merit
The University of Alabama in Birmingham
ALABAMA HEALTH PROFESSIONALS’ OPIOID AND PAIN MANAGEMENT EDUCATION (ALAHOPE); Heather D. Martin (Georgia State University); F. Darlene Traffanstedt (Jefferson County Department of Health); Sue S. Feldman (University of Alabama at Birmingham)
Alabama’s health professions schools have many common goals when it comes to educating their students about substance use disorder (SUD) and pain, but a statewide consistent SUD and pain management curriculum did not exist in Alabama. The ALAbama Health professionals' Opioid and Pain management Education (ALAHOPE) project set out to create an interprofessional curriculum around SUD and pain management that all Alabama health professions schools can use to promote consistent evidence-based teaching and a patient-centered approach around these two topics. ALAHOPE aligns with the UAB School of Health Profession’s vision, mission, and values because the project is collaborative and interprofessional in nature by involving many stakeholders and shows compassion, caring, and social responsibility for Alabama practitioners and the patients with SUD and pain that they serve. The target audience for this curriculum includes students in schools of medicine, nursing, physician’s assistant, occupational therapy, physical therapy, optometry, podiatry, social work, and counseling. The curriculum was also scaled for free CME credit, at stakeholders’ requests, for these health professions with optometry and podiatry still in the process of being approved. Health professionals from other states may receive this training and credit for free also.
2022 Recipients
First Place
UT Health San Antonio (San Antonio, Texas)
FOSTERING INSTITUTIONAL EXCELLENCE & INNOVATION IN INTERPROFESSIONAL EDUCATION THROUGH COLLABORATIVE INFRASTRUCTURE AND SCHOLARLY DISSEMINATION; David Henzi (UT Health San Antonio); Deborah Conway (UT Health San Antonio); Sara Gill (UT Health San Antonio); Cynthia O'Neal (UT Health San Antonio); Timothy Raabe (UT Health San Antonio); Adriana Segura (UT Health San Antonio); Joseph Zorek (UT Health San Antonio)
The University of Texas Health Science Center at San Antonio first emphasized Teamwork & Collaboration as a core value in our Strategic Vision for 2018-2022. To advance this vision, university stakeholders developed Linking Interprofessional Networks for Collaboration (LINC)—a Quality Enhancement Plan for decennial re-affirmation of institutional accreditation. LINC’s operating model utilizes a continuous quality improvement approach to achieve three key goals through the development and iterative refinement of institution-wide collaborative infrastructure: increase interprofessional education (IPE) opportunities for all students, integrate IPE activities into all curricula, and systematically measure IPE learning outcomes. A drive for scholarly dissemination facilitates deeper understanding of our work, which fuels efforts to further strengthen collaborative infrastructure and our ability to achieve desired goals. Over 60 administrative leaders, faculty, staff, and students regularly contribute to LINC’s success via strategically aligned interprofessional teams comprised of representatives from each of our five schools. To date, LINC teams have implemented university-wide processes to integrate IPE into curricula, measure outcomes, launch sustainable programming, and generate scholarship. These efforts have yielded numerous peer-reviewed presentations and publications, demonstrating value and promise.
Winston-Salem State University (Winston-Salem, North Carolina)
INTERPROFESSIONAL KNOWLEDGE TRANSLATION TO ADDRESS HEALTH INEQUITIES; Cynthia Bell (Winston-Salem State University); Sara Migliarese (Winston Salem State University)
Winston-Salem State University (WSSU), a Historically Black College and University (HBCU) was founded 1892. The mission of the School of Health Sciences (SOHS) at WSSU is to educate diverse health professionals who are culturally competent leaders committed to addressing health disparities through teaching, scholarship, and service. This mission aligns with the university’s mission to develop graduates of distinction known for leadership and service in their professions and communities. The School of Health Sciences offers not only didactic IPE experiences, but also community-based interprofessional collaborative practice opportunities for professional and graduate education. This presentation highlights the knowledge translation work of several health professions within the SOHS, who work collaboratively on an interprofessional team to provide innovative IPE education and collaborative health services to address health inequities. Programs highlighted include Occupational Therapy, Physical Therapy, Nursing, Clinical Laboratory Sciences, Healthcare Management/Administration, Rehabilitation Counseling, Therapeutic Recreation and Social Work.
Programs of Merit
Duquesne University (Pittsburgh, Pennsylvania)
DUQUESNE UNIVERSITY: A PROGRAM OF MERIT FOR INSTITUTIONAL EXCELLENCE AND INNOVATION IN INTERPROFESSI; Elizabeth DeIuliis (Duquesne University); Sarah Manspeaker (Duquesne University); Christine O'Neil, BS, PharmD, BCPS, BCGP, FCCP, FASCP (Duquesne University)
For more than a decade, Duquesne University has been engaging in interprofessional education and collaborative practice (IPECP) to meet the changing models of healthcare education and service delivery. Duquesne has been deeply committed to engaging administrators, faculty, students, and community partners to ensure that graduates are knowledgeable and competent in the behaviors and skills required to function as collaborative members of interprofessional teams. In connection to our mission, we have focused on serving God by serving students, through IPECP. The collective faculty and students have amassed a comprehensive portfolio related to the assessment of outcomes and dissemination of scholarship to amass 18 peer-reviewed publications, 19 presentations (2 international, 12 national, 3 state/regional, and 2 invited webinars), as well as earned 4 awards (3 for innovative teaching and 1 for highest quality of publication) and more than 15 institutional grants. Several of the scholarly outcomes noted include Duquesne University student researchers, emulating the commitment of faculty in modeling a process of inquiry on interprofessional collaboration and scholarship to further mold collaborative-ready health professionals. This presentation will showcase IPECP at Duquesne University including classroom collaborations, certification programs, community outreach, and international course development and instruction.
The University of Oklahoma Health Sciences Center (Oklahoma City, Oklahoma)
EXCELLENCE IN INTERPROFESSIONAL EDUCATION AT THE UNIVERSITY OF OKLAHOMA HEALTH SCIENCES CENTER; Katie Eliot (The University of Oklahoma Health Sciences Center); Jane Wilson, PhD (The University of Oklahoma Health Sciences Center); Denise Bender, PT, JD, MEd, FNAP (The University of Oklahoma Health Sciences Center); Margaret Robinson, MEd (The University of Oklahoma Health Sciences Center)
The College of Allied Health (CAH) at the University of Oklahoma Health Sciences Center is deeply committed to interprofessional education (IPE) that promotes and undergirds the mission of the College. Students and faculty from CAH are integral partners in the development and facilitation of the university’s two-year longitudinal IPE curriculum that was strategically designed to meet the Interprofessional Education Collaborative Core Competencies and program-specific competencies. Innovative educational offerings from the university’s Office of Interdisciplinary Programs provide dynamic learning experiences in several formats that allow for CAH student participation. Entry-level learners from CAH participate in a campus-wide All Professions Day featuring interactive interprofessional opportunities for over 1000 students from 29 degree programs across campus. Students may also choose from a variety of simulations designed for competency development in critical topics such as the social determinants of health and self-advocacy. Knowledge and skills gained from these experiences prepare students to work in the student-run interprofessional Unity Clinic and the mobile outreach vehicle. These interprofessional learning experiences are evaluated using our innovative campus IPE Logic Model and a research agenda in which CAH faculty are highly involved in the development and dissemination.
2021 Recipients
First place
University of North Carolina at Chapel Hill (Chapel Hill, North Carolina)
Program of Merit
University of Cincinnati (Cincinnati, Ohio)
2020 Recipients
First Place
Seton Hall University (South Orange, New Jersey)
Seton Hall University, School of Health and Medical Sciences Center for IPE (SHMS CIEHS IPE), guided by adult learning theory, employs structured immersion experiences to promote a culture of professional discourse and reflection essential to attain a cohesive, collaborative person-centered plan of care. The Center’s “journey of professional transformation” model has embedded IPE experiences longitudinally over a 2-year period into our professional program curricula. Using this incremental progression, rather than an “add-on” or "one and done" experience approach, provides the continuous development of interprofessional competence by students as part of the overall learning process. The SHMS CIEHS IPE initiatives represent a school-wide curricular experience which includes participation in 9 diverse but interrelated IPE learning experiences; 5 Core Signature IPE Experiences and 4 Online Asynchronous Learning Modules. Our intention is that our IPE experiences support student individual growth in what many perceive as "soft skills" -teamwork, communication, collaboration, and the appreciation of the diverse roles and responsibilities across health professions. This presentation will provide an overview of the SHMS CIEHS IPE Journey of Professional Transformation and offer data supporting its effectiveness in promoting the soft skills needed by all health care professionals seeking to promote person-centered care.
Programs of Merit
Quinnipiac University (Hamden, CT)
The Center for Interprofessional Healthcare Education at Quinnipiac University is a grassroots organization of faculty from medicine, nursing, health sciences, education, business and law who work collaboratively to design and implement IPE for over 3,500 students each year. Support for the Center is through the Deans of Health Sciences, Nursing and Medicine and the Office of Innovation and Accreditation. The Center designs learning experiences that are seminar based; case study based; and service learning. The faculty and student teams design experiences that reflect the IPEC Core Competencies with learning outcome assessments for each experience. Each program at the university sets the requirements for involvement in IPE based upon program accreditation. In addition, the Center provides a program of 60 hours of IPE including leadership opportunities with interactive reflection essays that culminate in the award of graduation distinction and a digital badge in IPE. The Center also coordinates asynchronous interactive- online modules on the basic principles of interprofessionalism to improve quality healthcare.
2019 Recipients
FIRST PLACE
Indiana University –Purdue University Indianapolis (Indianapolis, Indiana)
IU graduates most of health science, medical, public health, and social work professionals in Indiana. Hence, the reach and impact of curricular transformation across these schools on 8 campuses is truly state-wide enterprise. In 2013, IU faculty leaders released a concept paper calling for the development of the IU Interprofessional Practice and Education Center (IU IPE Center); approved in 2014, the center brings together faculty, students and communities to implement, integrate and evaluate interprofessional education programs and innovative team practice models. The purpose of the IU IPE Center is to provide prepare the future healthcare workforce for interprofessional collaboration and teamwork. Working strategically with academic, practice, and community partners, it plays a significant role in defining Indiana’s future health and healthcare outcomes.More than 10,000 learners, faculty, staff, clinical practitioners, and community members work together each year through education, practice, service, community outreach, leadership development, and scholarship. Together, our goal is to improve the experience of care for providers and patients/clients, improve the overall health of populations, and reduce per capita cost while forming an active learning community that uses around team care to help support the well-being of healthcare students, faculty, and practitioners.
PROGRAMS OF MERIT
University at Buffalo (Buffalo, New York)
The Interprofessional Education Program at the University at Buffalo prepares highly competent healthcare professionals who improve health outcomes by excelling in interprofessional communication, teamwork, and the provision of safe, ethical patient-and population-centered care. Our interprofessional education (IPE) curriculum, developed by the UB IPE Leadership Team, is offered as the UB Interprofessional Collaborative Practice (IPCP) Micro-credential program and is earned through three digital badges: IPCP Foundations, IPCP Communication and Teamwork, and IPCP Healthcare Practice. These digital badges are sequenced to develop increasing levels of competency in IPCPknowledge and skills. Incorporation of high-impact learning experiences including simulation, community-based service, clinical practice, and global service learning experiences promotes achievement of the IPEC core competencies. Our program annually prepares ~ 900 students in 12 health professions education programs to enter the workforce as effective interprofessional collaborative practitioners. To ensure excellence in interprofessional facilitation and preceptorship, our program provides faculty development initiatives and workshops to ~ 200 faculty annually. Finally, our program is actively engaged in advancing IPE and IPCP through scholarship. In the past four years, our program’s scholarship has included receiving 6 grants, publishing 10 manuscripts,and presenting 30 abstracts at national and international interprofessional education conferences.
University of Kansas Medical Center (Kansas City, Kansas)
The University of Kansas Medical Center’s (KUMC) mission to demonstrate excellence in education, research, service, and patient care is exemplified by its commitment to interprofessional education (IPE). IPE is a central part of KUMC’s culture with over 40 ongoing IPE activities identified by its Center for Interprofessional Practice, Education, and Research (CIPER). Prominent among these, over 1000 students from 14 professions and 5 schools participate in an annual campus-wide, 3-level, progressive Foundations of Interprofessional Education program. Students also practice interprofessional collaboration (IPC) through high-fidelity clinical simulations housed in the state-of-the-art Health Education Building and in interprofessional clinical learning environments across campus. KUMC is committed to improving the health of the surrounding area through its support of local, student-led, interprofessional pro-bono clinics and interprofessional learning in practice sites throughout Kansas. The impact of this interprofessional training is determined through robust, longitudinal assessment of learners, alumni, preceptors, patients and employers, with 97% of learner respondents reporting IPC practice-readiness upon graduation. KUMC continues to develop and implement innovative, high-quality IPE opportunities that reflect best practice and produce effective, collaborative, practice-ready healthcare providers prepared to achieve the Quadruple Aim of improved patient care, population health, cost effectiveness, and care team well-being.
University of Texas Southwestern Medical Center (Dallas, Texas)
Centralized Interprofessional Practice and Education (IPE) at UT Southwestern
Efforts in interprofessional education have grown at UT Southwestern Medical Center over the last decade. This growth requires centralized and coordinated interprofessional education activities within UT Southwestern, and in collaboration with other academic institutions. Interprofessional Practice and Education (IPE) functions as a centralized bridge for the schools (medical, health professions, graduate) at UT Southwestern to integrate and coordinate interprofessional education and collaborative practice. IPE coordinates activities such as Convergence, which began as a Quality Enhancement Plan (QEP), and has been sustained as a program to provide foundations in interprofessional education. IPE functions as a centralized structure to aid in planning and coordination of longitudinal interprofessional curricular activities, such as the new QEP, TeamFIRST. IPE enhances specific missions within each professional academic program (medical, physician assistant, physical therapy, etc.). IPE also helps brings together stakeholders across the campus (clinical, hospital, health system) in interprofessional practice and education to implement education, practice and innovation in centralized manner in alignment with the institutional mission and goals. Centralized IPE supports UT Southwestern to achieve its mission to prepare health professionals of the highest quality to meet the needs of the health care system in Texas through interdisciplinary education and promotion of comprehensive health care.
2018 Recipients
First Place:
Texas Tech University Health Sciences Center (Lubbock, Texas)
Interprofessional practice and education (IPE) is a powerful tool to establish links between the education system and the health care delivery system. As a leader in health care education, Texas Tech University Health Sciences Center’s (TTUHSC) overarching goal for IPE is to inspire and transform future healthcare professionals through collaborative learning of interprofessional methods in student education, faculty development, and preceptor training. Classroom instruction alone is not enough is to prepare all learners for deliberately and collaboratively working together to reach the goal of high quality patient-centered care. To this end, we implemented an institutional IPE Core Curriculum. The IPE Core Curriculum is composed of two components including successful completion of a non-credit online course and successful participation in at least one registered IPE learning activity. Additionally, multiple academic programs require that students participate in more than one registered activity based on accreditation and curricular standards. Currently, TTUHSC has 59 registered IPE learning activities, which are offered across schools and campuses, including distance education environments. The number and diversity of registered IPE learning experiences ensure that our learners will be able to work effectively in teams, as we educate them in learning environments where the model is interprofessional collaborative care.
Programs of Merit:
University of Arkansas for Medical Sciences (Little Rock, Arkansas)
Interprofessional Education (IPE) at University of Arkansas for Medical Sciences (UAMS) prepares future healthcare professionals and researchers from all five colleges (medicine, pharmacy, nursing, health professions, public health) and graduate school to work more collaboratively and efficiently in order to meet the triple aim by improving the patient care experience, improving the health of those we serve, and to discover how to reduce the cost of care. In 2012, UAMS established an Office of IPE that provides an infrastructure that expands and supports IPE throughout UAMS. Utilizing a five pillar approach (Student Curriculum; Faculty Development; Collaborative Practice; Research/Scholarship; and Philanthropy), a strategic goal framework supports a horizontal organizational structure that bridges across education, the integrated clinical enterprise, and our research enterprise. Each pillar is supported by a faculty team. The Curriculum pillar team is the largest IPE pillar team with seven working subgroups and an intercollegiate council. The curriculum framework consists of three phases (Exposure; Immersion; Competence) with seven core activities leading to relevant learning elements for interprofessional groups of students at novice, intermediate, and advanced levels. All three phases are completed through approximately 30 total contact hours and have been approved as a graduation requirement for all UAMS students.
Pacific University (Hillsboro, Oregon)
Over the last decade the Pacific University Colleges of Health Professions (CHP), Optometry and Education have developed and implemented university-wide interprofessional education (IPE). Embracing interprofessional education and practice as a university community has guided curricular development and enhancement; moving from individual courses and clinical opportunities to comprehensive, portfolio-based IPE curriculum designed to allow students to tailor their IPE objectives to suit their professional interests. All students in CHP programs begin with a required foundational course series based on the Interprofessional Education Collaborative (IPEC) competencies. Students in the Colleges of Optometry and Education may enroll in the foundational course series as an elective. The remainder of each student’s IPE portfolio is built from a comprehensive suite of activities including elective courses, service learning, and interprofessional practice immersion opportunities. Through these experiences, students develop the interprofessional competencies and skills necessary to practice in a changing healthcare environment. In the culmination of their IPE portfolio, students may apply for the Concentration in Interprofessional Education, which is the formal recognition of their knowledge and skills in IPE. The Concentration is documented on their transcript as a specialization. We believe these initiatives are inclusive and comprehensive in scope in the preparation of collaboration-ready health professionals.
Virginia Commonwealth University (Richmond, Virginia)
The Center for Interprofessional Education and Collaborative Care at Virginia Commonwealth University engages over 2000 students and 100 faculty each year in interprofessional activities. Seeking to provide developmentally appropriate training to health professions students across a comprehensive health science campus, programs under the Center range from for-credit, classroom-based courses for early learners to community- and practice-based clinical experiences for more advanced learners. Professionally diverse faculty develop and teach in each program and seek to integrate concepts of ideal interprofessional collaboration with the challenges of delivering care in the modern healthcare environment. Faculty and students are also active scholars of interprofessional education and practice. They publish dozens of manuscripts and abstracts each year and present in a number of national and international forums as well as at the Center-supported annual Emswiller Interprofessional Symposium. Just this year, Center Director Alan Dow published the first foundational textbook for interprofessional education, The Handbook of Interprofessional Practice: A Guide for Interprofessional Education and Collaborative Care. Through careful evaluation of programs, they seek to continuously improve their programs and add to the broader literature of interprofessional collaboration. Most importantly, they strive to identify how these efforts benefit patients and the broader community they serve.