Interprofessional grant writing seminar for early career faculty in a small, isolated teaching center.

Small, isolated teaching centers have difficulty mentoring interprofessional junior faculty in research methods and grant writing. Peer mentoring programs for grant writing at larger institutions have been successful. In this short report, we describe our program that leveraged mentor experience using four framing seminars followed by project refinement in three-person peer groups and monthly mentored works in progress meetings.

Compete or commit: Preferences for early commitment process or ASHP Match among pharmacy residency program directors and residents.

Purpose: To assess the recruitment preferences of directors of postgraduate year 2 (PGY2) pharmacy residency programs and postgraduate year 1 (PGY1) pharmacy residents seeking PGY2 residency positions, as well as key drivers of preference.

Methods: Two Web-based questionnaires were administered to residency program directors (RPDs) of PGY2 programs and PGY1 residents, respectively. Participants were recruited via email, and responses were collected from November 27 through December 14, 2018.

Primary care collaborative practice in quality improvement: Description of an interprofessional curriculum.

Purpose: An innovative quality improvement (QI)-focused interprofessional training curriculum for pharmacy residents and other healthcare trainees is described.

Summary: Effective interprofessional collaboration and the ability to carry out QI initiatives are important skills for all healthcare trainees to develop when they are in training. To cultivate those skills, in 2011 a Veterans Affairs medical center in Idaho implemented a unique yearlong interprofessional curriculum for healthcare trainees, including postgraduate year 1 (PGY1) and postgraduate year 2 (PGY2) pharmacy residents, physician trainees in internal medicine, nurses, and psychologists.

Impact of a complex chronic care patient case conference on quality and utilization.

There is need for effective venues to allow teams to coordinate care for high-risk or high-need patients. In addition, health systems need to assess the impact of such approaches on outcomes related to chronic health conditions and patient utilization. We evaluate the clinical impact of a novel case conference involving colocated trainees and supervisors in an interprofessional academic primary care clinic.

Interprofessional case conference: impact on learner outcomes.

Transition to interprofessional team-based care is a quickly progressing healthcare model and requires changes in medical training approaches. The Department of Veteran Affairs (VA) has taken a lead role in creating such training experiences, one of which is the establishment of multiple Centers of Excellence in Primary Care Education (CoEPCE). These sites are tasked with developing teaching innovations to better facilitate interprofessional team-based care.

The Foundations of interprofessional curriculum. Finding the right epistemology and learning theory for the task.

This article was migrated. The article was marked as recommended. : Health professional education programs are currently focusing on interprofessional training.

Interprofessional Care Conferences for High-Risk Primary Care Patients.

Problem: As health care systems convert to team-based care, the need to improve interprofessional education is tremendous. In addition to formal instruction, trainees need authentic team-based workplace learning experiences.

Approach: The authors designed the PACT-ICU (Patient-Aligned Care Team Interprofessional Care Update) conference to provide team-based care to high-risk patients while teaching trainees principles of interprofessionalism and modeling relevant behaviors.

Impact of Patient Aligned Care Team Interprofessional Care Updates on Metabolic Parameters.

Presentation of patient cases at an interprofessional panel was not associated with a statistically significant change in A or blood pressure values but warrants further study.

Professional equipoise: Getting beyond dominant discourses in an interprofessional team.

In 2011, the US Department of Veterans Affairs established five Centers of Excellence to study training in the patient-centered medical home clinical microsystem. Early on, our center began a discourse analysis in order to better understand each profession's assumptions about roles, responsibilities, and the basis for "truth" in clinical care. We discovered that these different discourses were pervasive and led to unhelpful stereotypes of each other.