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Students
It is crucial to include students in the IPE planning process. Students help shape program- ming by offering insight into their educational interests and needs. They also inspire their peers to buy in to the value of CP. Students also inherently bring an invaluable energy and enthusiasm to IPE initiatives.
Student interest will increase when there are meaningful ways to contribute, such as serving as a student adviser on a planning committee, assuming leadership roles in a student orga- nization, participating in research opportunities, and otherwise closely engaging with their faculty and any practitioners involved in IPE programming.
Section 1.2 Supporting Your IPE Community
If resources are available and you seek to make IPE a regular aspect of educational program- ming, other supports will need to be in place for progress to occur. IPE initiatives can be challenging to sustain, so faculty members and facilitators will need support. The inherent enjoyment of IPE helps to sustain initiatives. Faculty scholarship / publication opportunities that result from IPE initiatives are also very valuable from multiple standpoints and contribute to the sustainability of IPE programming.
Develop an IPE Center if Feasible
Establishing an IPE Center with its own staff will centralize efforts and can move IPE from occasional, isolated programs to an established, regular fixture of the institution where IPE can thrive. IPE-specific staff would be one team solely dedicated to planning, organizing, and facilitating conversations involving the different professions. Roles at IPE Centers often include director, assistant director, education programs coordinator, and administrative assis- tant. Staff coordinate activity logistics, facilitate activities, lead evaluation, and serve as the workspace for new IPE programming to be developed.
Professional Development for Faculty
The development of faculty members involved in IPE is an important element. While it is important that faculty members and facilitators individually understand the positive effects of interprofessional collaborative skills, the value of more formalized IPE and CP training should not be understated. Training can be helpful for faculty members who are willing to facilitate IPE programming and can be used as a way to engage new faculty members and garner their support. Interprofessional programming was not a part of the schooling of many current faculty members. For this reason, recruiting faculty support may need to begin with introduc- tory education so that faculty can make informed decisions around IPE.
June 2020 ASCO IPECP Toolkit
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