Page 24 - ASCO IPECP Toolkit
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and have presentational skills.22 The facilitation group, similar to the working group, will
need flexibility in scheduling and should be comprised of a variety of professions to provide profession-specific coaching to students during the activities. Facilitators should be willing to be trained in collaborative practice concepts and skills. For deeper engagement, they should be part of the development or customization of the IPE activity at your institution.
Have you organized faculty development activities for interested leaders, faculty, and staff to increase their knowledge of IPE and engage in discussion of how to incorporate IPE into their teaching and practice?
Students will follow their faculty’s example. If your institutional leaders and calendars support it, interprofessional learning for faculty members is as valuable as activities for students. Faculty who are trained in teamwork and collaboration are able to integrate IPE into course- work and into practice.22 No national standards or competencies exist at this time for faculty training purposes, yet there are supported resources available on the online resource exchange of the National Center for Interprofessional Practice and Education. If faculty learning is supported by institutional leaders, it may be easier to determine a convenient time for interprofessional faculty to meet.
Program Development
Have you reviewed all professions’ academic calendars and curricula to determine the best positioning of IPE programs?
Identifying consistent scheduling availability among students of different professions can be one of the largest barriers to a successful IPE program. In the organizational matrix of higher education faculty, back-and-forth conversations among departments may be required to determine event dates; selecting one individual responsible for ensuring a date is reached may be helpful. There may be protected times or agreed-upon times when multiple degree programs do not schedule classes, enabling students to attend other activities. When there is support for IPE as curricular activity, it is essential to convene a working group or committee of faculty from each profession for coordination. Group members can speak to the IPE accreditation requirements of their specific degree programs to ensure that IPE activities benefit all.
Have you developed interprofessional curricula including classroom learning, clinical observation/practice, and/or simulation activities?
Institutions launching IPE for the first time should begin with one or two pilot programs that can be developed into a larger curriculum of IPE activities. Once your working groups and facilitators are selected, involve them in this program development. They can assist in iden- tifying existing courses where IPE can be incorporated. Section 3 of this Toolkit includes IPE Exemplar Project descriptions to assist in program development.
Sustaining Your Program
Will your institution dedicate time and revise curricula for learners to attend
IPE trainings?
Your IPE initiative will likely start out as a single activity and then may progress into an array of activities as a part of core learning with a central staff and budget for IPE coordination. Progressing from isolated IPE activities to a standardized curriculum will involve faculty
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ASCO IPECP Toolkit
updated August 2022



















































































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