Page 43 - Index

Lessons Learned in Planning and Implementing this Project:
Scheduling
Ë Faculty
• Implementation for all students requires more manpower
• Faculty need to have time to participate
Ë Students
• Limited scheduling opportunities because of busy student schedules
Ë Solution: Scheduling was determined at the onset, and all colleges had to clear their calendars to accommodate. Faculty time for this activity is included in faculty contracts.
Engagement
Ë Students want to put it into clinical practice
Ë Students need to be motivated (easy to get bogged down studying for a difficult test
and lose the importance of IPE)
Ë Faculty members who are already stake holders in interprofessional care are best suited to serve as facilitators and provide student guidance
Ë Students are learning to practice in a way that is not typical in current health- care. There is inherent difficulty in implementing a true interprofessional practice on campus, and it is very difficult to ensure off campus clinics also practice interprofessionally.
Exemplar IPE Project Submitted by:
Valerie Quan, OD, FAAO
Western University of the Health Sciences, College of Optometry Associate Professor
Chief, Neuro-Optometric Rehabilitation valeriequan@westernu.edu
June 2020
ASCO IPECP Toolkit
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