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Section 5: Sustaining a Culture of Interprofessional Education and Collaborative Practice at Your Institution
The challenges of developing and sustaining IPE programs in higher education settings should not be underestimated. It can be hard to make progress within an institutional structure that has traditionally per- petuated discipline-specific structures and decision-making processes, and is historically slow or resistant to change.32 It is not feasible to rely on a few individuals or department champions to sustain an entire IPE program. Continued support from the institution through the allocation of resources and participation from faculty, practitioners, administrators, and others is crucial to your success. Simply put, for IPE programming to be sustained, here are essential factors:
1. IPE infrastructure to continue engaging students. IPE competencies must be created that are customized for your local institutional needs and are aligned with current accreditation requirements in the participating professions. These competencies must then be incorporated into the curricula of all participating disciplines to ensure that IPE is prioritized in courses and activities for students.2
2. Commitment of time and effort from individuals and entities across the learning spectrum, senior leaders, faculty, staff, practitioners, and students. Leaders at all levels need to commit to championing interprofessional education in their local contexts.3
3. Financial model and reliable funding sources to cover costs associated with inter- professional education. The commitment of internal and external resources ensures that supplies for programming can be acquired, faculty development can be sup- ported, and IPE personnel can be compensated for their involvement.33
4. Program revision process with reliable evaluation tools for measuring program effectiveness. Once the data are collected and analyzed, there should be a willingness and ability to implement changes.28
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ASCO IPECP Toolkit
June 2020