International Reports
Please note that all reports can be downloaded.
'Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models across the Continuum of Education to Practice – Workshop Summary'. Report the IOM’s Global Forum on Innovation in Health Professional Education. May 2013
In 2012, the global forum held its first two workshops, focusing on linkages between Interprofessional education (IPE) and collaborative practice. The workshops set the stage for defining and understanding IPE and provided living histories of speakers from around the world who shared experiences working in and between Interprofessional education and Interprofessional or collaborative practice. This report summarizes the workshops.
To read an online copy of the report go to: http://books.nap.edu/openbook.php?record_id=13486
….............
Interprofessional Education: a National Audit. Report to Health Workforce Australia' (Jan 2013)
This report presents an analysis of pre-registration interprofessional education as this was occurring within university provided health professional education in Australia during 2011. The ‘national audit’ study is the first attempt within Australia and, we believe globally, to represent the kinds of aims (competencies, capabilities and learning outcomes) and activities (teaching and learning, assessment and evaluation) of Australian interprofessional education.
The study and its report are part of a suite of projects addressing the complex issues of progressing interprofessional education and practice in Australia. The other two studies are: Curriculum Renewal for Interprofessional Education in Health (funded by the Australian Government Office for Learning and Teaching, and a qualitative study, Interprofessional Education for Health Professionals in Western Australia (funded by WA Health). For the National Audit Report go to www.ipehealth.edu.au
The Progress Report The ‘interprofessional’ in Australian health professional education: current activity and future possibilities' 2012 describes progress so far of these three studies and can be found on the CAIPE website.
….............
The ‘Interprofessional’ in Australian Health Professional Education (Dec 2012)
The Progress Report The ‘interprofessional’ in Australian health professional education: current activity and future possibilities provides an update on three connected studies focusing on the development and delivery of interprofessional education (IPE) in pre-registration health professional education in Australia.
The three studies confirmed what had previously been identified from projects engaging with Australian IPE, that is, that the development of IPE within Australian universities and jurisdictions has been: localised; opportunistic; adaptive and creative, but existing on the margins of the curriculum; minimally resourced and, as a consequence, frequently unsustainable.
Given the survey and consultation data, it is believed this is changing. IPE in Australia is at a place of considerable opportunity. Whilst many important curriculum and knowledge questions remain to be addressed, there is strong support in higher education, health and government for embedding and developing IPE as a central part of the curriculum of all health professions. The National Audit study report makes seven recommendations.
….............
Global release of the Multi-professional Patient Safety Curriculum Guide
The Multi-professional Patient Safety Curriculum Guide released by WHO Patient Safety in October 2011 promotes the need for patient safety education to improve the safety of care. The comprehensive guide assists universities and schools in the fields of dentistry, medicine, midwifery, nursing and pharmacy to teach patient safety. It also supports the training of all health-care professionals on a number of priority patient safety concepts to improve learning about patient safety.
….............
Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel (May 2011)
This report is inspired by a vision of interprofessional collaborative practice as key to the safe, high quality, accessible, patient-centered care desired by all. The intent was to build on each profession’s expected disciplinary competencies in defining competencies for interprofessional collaborative practice. These disciplinary competencies are taught within the professions. The development of interprofessional collaborative competencies (interprofessional education), however, requires moving beyond these profession-specific educational efforts to engage students of different professions in interactive learning with each other.
….............
Health professionals for a new century: transforming education to strengthen health systems in an interdependent world (November 2010)
This report showcases the extensive efforts that the Committee and its Working Groups have undertaken over the past two years to help lay the foundation of a culture of collaborative, patient-focused care in Ontario. The document contains key information about Interprofessional Care /Interprofessional Education - promoting best practices of IPC/E models and concepts—as well as tools to help with its implementation. It is hoped that this report will help lay the foundation for a culture of collaborative, patient-focused care in Ontario and prompt further discussion and initiatives designed to make interprofessional care the gold standard for care.
….............
The Framework for Action on Interprofessional Education and Collaborative Practic: Report to the World Health Organisation (February 2010)
The Framework for Action on Interprofessional Education and
Collaborative Practice highlights the current status of
Interprofessional collaboration around the world, identifies the
mechanisms that shape successful collaborative teamwork and outlines a
series of action items that policy-makers can apply within their local
health system.
The goal of the Framework is to provide strategies and ideas that will
help health policy-makers implement the elements of interprofessional
education and collaborative practice that will be most beneficial in
their own jurisdiction.
….............
CHERRI PIE - Final report on using clinical recordings in academic settings (August 2006)
by Rachel Ellaway, Helen Cameron, Michael Ross
(23/08/2006)
The CHERRI Project (Common Healthcare Educational Recordings
Reusability Infrastructure) has delivered its findings, Download a copy
of the full report in PDF format. (more...)
….............