From the Editors

Welcome to the latest edition of the Jefferson Interprofessional Education and Care Newsletter. We are pleased to describe the launch of two reports essential to interprofessional education and practice in the United States that occurred on May 11, 2011: Core Competencies for Interprofessional Collaborative Practice and Team-Based Competencies, Building a Shared Foundation for Education and Clinical Practice. The first report, Core Competencies for Interprofessional Collaborative Practice, was produced by an expert panel convened in 2009 by the Interprofessional Education Collaborative (IPEC), a unique partnership of six associations - the American Association of Colleges of Nursing, the American Association of Colleges of Osteopathic Medicine, the American Association of Colleges of Pharmacy, the American Dental Education Association, the Association of American Medical Colleges, and the Association of Schools of Public Health. The panel proposed four domains of core competencies needed to provide integrated, collaborative, high-quality, cost-effective care to patients within the nation\u27s current, evolving health care system

Interprofessional Geriatric Education: Team-based Care for Chronic Conditions

The Eastern Pennsylvania-Delaware Geriatric Education Center (EPaD GEC) mission is to provide interprofessional geriatric education in Northeast and Southeast Pennsylvania and Delaware. EPaD GEC consortium members (Thomas Jefferson University (TJU), Christiana Care Health System (CCHS), Marywood University (MU) and Philadelphia Senior Center (PSC)) are committed to improving the health and quality of life of older adults and their caregivers by translating new evidence and innovative practice models into practical curricula and programs. One of our educational goals is to develop a structured curriculum on geriatric topics that can be integrated into the educational curricula of multiple health disciplines

From the Editors

Welcome to the latest edition of the Jefferson Interprofessional Education and Care Newsletter. In our past newsletter we described a meeting that took place February 2011 that previewed the core competencies presented by IPEC. We are pleased to announce that TJU has adopted four IPE core competencies for Interprofessional Collaborative Practice, they are; Values/Ethics‐ Respect the unique cultures, values, roles/responsibilities and expertise of other health professionals; Roles/ Responsibilities‐ Explain the roles and responsibilities of other health/healthcare providers and how the team works together to provide care; Interprofessional Communication‐ Work to ensure common understanding of information, treatment, and health/healthcare decisions by listening actively, communicating effectively, encouraging ideas and opinions of other team members and expressing one’s knowledge and opinions with confidence clarity and respect; Team and Teamwork‐ Reflect on the attributes of highly functioning teams and demonstrate the responsibilities and practices of effective team member(s)

From the Editors

Welcome to the latest edition of the JCIPE Interprofessional Education and Care Newsletter! Since our last edition, we have had some changes at JCIPE. First, founding Co-Director Dr. Molly Rose has begun a phased retirement and stepped down from her JCIPE position. Although parting is always bittersweet, we are thrilled that Molly is continuing to champion interprofessional education from her position in the Jefferson School of Nursing (JSN), and also still serving as chair of our Evaluation Workgroup. At the same time, transitions bring us the joy of new partners – and we are delighted to introduce Elizabeth Speakman, EdD, RN, CDE, ANEF as the new Co-Director of JCIPE. Liz has been a nurse educator for 27 years. She came to JSN in 2003. She has served as Assistant Dean of the RN-to-BSN program and most recently as Associate Dean for Student Affairs

From the Editors

Welcome to the Fall 2013 edition of the Jefferson Interprofessional Education and Care newsletter. In this edition you will read about Collaborating Across Borders, IV, the largest IPE meeting to date, where the work of developing, integrating, and sustaining interprofessional education and collaborative practice was shared by over 700 participants. The clear message of CAB IV – interprofessional education is being recognized and adopted by health professions education programs in a way not seen before, but the work of clearly identifying optimum education strategies and documenting impact on patient care must be a high priority for all of us in the IPE community

From the Editors

Welcome to the Spring 2014 edition of the Jefferson Center for Interprofessional Education (JCIPE) newsletter. In this edition of our newsletter, you will have a chance to read about two new innovations in technology designed to enhance interprofessional education and collaborative practice. We believe that integrating technology into IPE will be central to aligning health care education reforms with changes in healthcare delivery. This Spring also marks the graduation of our 6th cohort of JHMP students at TJU. Now, over 4,100 students have completed this longitudinal IPE curriculum; feedback from graduates has been highly positive, detailing the impact of IPE experiences in better preparing them for teamwork as well as providing them with an unexpected advantage in employment opportunities, where competency as an effective team player is highly valued by employers

A Longitudinal Mixed-Methods Study of IPE Students\u27 Perceptions of Health Profession Groups: Revisiting the Contact Hypothesis

Abstract Despite the increasing momentum and integration of Interprofessional Education (IPE) programs into various health professions curriculum, the findings of previous research are mixed regarding the impact these programs have on dismantling or even stifling students’ negative stereotypes of health professions. Of those studies that find “positive” shifts in students’ perceptions, elements of the Contact Hypothesis are frequently employed to support these apparent shifts. However, there is often little to no attention paid to how intergroup contact within IPE programs actually impacts students’ stereotypes. To examine if students’ attitudes towards other health professions shifted following participation in an IPE program 528 students from six different health profession training programs completed the Student Stereotypes Rating Questionnaire (SSRQ) assessing their perceptions/stereotypes of their own and other health professions at the beginning and end of a two-year IPE program. Following the finding that students’ attitudes did indeed positively shift, interviews with 20 students were analyzed to explore how contact within the program may have impacted their perceptions. The findings lend support for the Contact Hypothesis and the authors argue that opportunities to informally interact and socialize may be more influential on students’ attitudes than the formal aspects of IPE programs, and that models of cognitive representation that emphasis more personalization (as opposed to differentiation) may be more effective tools in examining how intergroup contact within IPE affects students’ stereotypes. Measureable Learning Objectives: a.) Provide a better understanding of the Contact Hypothesis and models of cognitive representations, and how these approaches can be utilized effectively in IPE research, b.) Provide an example of effective and efficient mixed-methods research in evaluating IPE programs, and c.) Provide tools (both methodological and theoretical) to better assess IPE outcomes

Accelerating Primary Care Transformation at Jefferson (JeffAPCT): Reflections from a Five- Year HRSA Grant

JeffAPCT Overview Five year HRSA-funded grant (7/1/15-6/30/20) Leadership team from Family Medicine, Internal Medicine, Physician Assistant Program Objective 1: To improve/ expand primary care and population health curriculum across the continuum of primary care providers and trainees (students, residents, and practitioners) Objective 2: To create an enhanced, sustainable model of primary care physician faculty development for PCMH Transformation Objective 3: To create a new, sustainable model of faculty development for community-based primary care preceptors (MD/DO, PA, NP, others