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5. Faculty development so faculty can effectively design and deliver IPE programming. Faculty can then effectively coach students through collaborative team learning and practice utilizing standardized, high quality methods.34
6. Centralized group for the coordination of IPE programming to facilitate collabora- tive efforts involving separate professional departments. A staff dedicated to IPE can develop the program from one characterized by occasional isolated activities to an established, regulated curriculum.16
7. Diverse array of authentic IPE programs that respond to local institutional needs utilizing different learning formats, such as didactic, simulation, clinical observation, and clinical practice for different IPE proficiency levels.35
8. Ongoing coaching for participants after training when they initially enter or return to practice environments. Coaches model correct behavior, provide feedback, and champion patient-centered team-based care in their environment.36
June 2020 ASCO IPECP Toolkit
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