Commentary: A Call to Action for Interprofessional Education in Psychology

2022 ◽  
Author(s):  
Brian Sick
Keyword(s):  
Interprofessional Education ◽  
Call To Action

Interprofessional Education and Practice: A Primer for Training Future Clinicians

2014 ◽  
Vol 17 (2) ◽  
pp. 39-46 ◽  
Author(s):  
Richard I. Zraick ◽  
Ana Claudia Harten ◽  
Fran Hagstrom
Keyword(s):  
United States ◽  
Health Care ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
The United States ◽  
Health And Wellness ◽  
Call To Action ◽  
Roles And Responsibilities ◽  
Challenges And Opportunities ◽  
Collaborative Learning Opportunities

Speech-language pathologists and audiologists often share roles and responsibilities with other professionals as they contribute to the health and wellness of clients/patients in educational and medical settings. Emerging changes in the educational and health care landscapes in the United States are increasing the demand for interprofessional collaboration to improve treatment outcomes. Programs in Communication Sciences and Disorders need to be responsive to health care and educational reforms and expose students to collaborative learning opportunities with those outside their professions. This introductory-level article reviews terminology and concepts related to two approaches to training tomorrow's clinicians today, Interprofessional Education (IPE) and Interprofessional Collaborative Practice (IPP). The article also discusses the challenges and opportunities related to IPE and IPP, and makes a call to action for both approaches to address educational and health care changes in the United States.

Moving From Interprofessional Education Toward Interprofessional Practice: Bridging the Translation Gap

2019 ◽  
Vol 4 (5) ◽  
pp. 971-976
Author(s):  
Imran Musaji ◽  
Trisha Self ◽  
Karissa Marble-Flint ◽  
Ashwini Kanade
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Evaluation Model ◽  
Implementation Strategies ◽  
Future Research ◽  
Successful Implementation ◽  
Interprofessional Practice ◽  
Translational Model ◽  
Key Stakeholders ◽  
Clear Identification

Purpose The purpose of this article was to propose the use of a translational model as a tool for identifying limitations of current interprofessional education (IPE) research. Translational models allow researchers to clearly define next-step research needed to translate IPE to interprofessional practice (IPP). Method Key principles, goals, and limitations of current IPE research are reviewed. A popular IPE evaluation model is examined through the lens of implementation research. The authors propose a new translational model that more clearly illustrates translational gaps that can be used to direct future research. Next steps for translating IPE to IPP are discussed. Conclusion Comprehensive reviews of the literature show that the implementation strategies adopted to date have fostered improved buy-in from key stakeholders, as evidenced by improved attitudes and perceptions toward interprofessional collaboration/practice. However, there is little evidence regarding successful implementation outcomes, such as changed clinician behaviors, changed organizational practices, or improved patient outcomes. The authors propose the use of an IPE to IPP translational model to facilitate clear identification of research gaps and to better identify future research targets.

Interprofessional Education: Teaming for Transition From Adolescence to Adulthood for People With Significant Disabilities

2019 ◽  
Vol 4 (3) ◽  
pp. 492-501 ◽  
Author(s):  
Kimberly F. Frazier ◽  
Peggy J. S. Whitby ◽  
Suzanne Kucharczyk ◽  
Kristi L. Perryman ◽  
Johanna Thomas ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Significant Disabilities

Diminishing Barriers to the Praxis Examination in Communication Sciences and Disorders

2011 ◽  
Vol 1 (2) ◽  
pp. 64-71
Author(s):  
Luis F. Riquelme
Keyword(s):  
Geographic Location ◽  
The United States ◽  
Success For All ◽  
Speech Language Pathology ◽  
Barriers To Success ◽  
Call To Action ◽  
Language Pathology ◽  
National Certification ◽  
Race Ethnicity ◽  
Passing Score

Abstract Passing the Praxis Examination in speech-language pathology or audiology can be a difficult task. A passing score is the entry to a list of requirements for national certification (CCC-SLP, CCC-A) and for state licensure in the United States. This article will provide current information on the examination and address barriers to success that have been identified over the years. A call to action may serve to refocus efforts on improving access to success for all test-takers regardless of race/ethnicity, ability, or geographic location.

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

Interprofessional Education: Co-located Services, Not Just Classwork

ASHA Leader ◽  
2017 ◽  
Vol 22 (10) ◽  
pp. 50-54
Author(s):  
Sharon Glennen
Keyword(s):  
Interprofessional Education
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