The goal of IPE is to train the faculty of schools in the health profession, graduate departments, or other programs, to better equip them to teach their students to address the health care needs of Persons Living with HIV/AIDS (PLWH) through interprofessional education and collaborative practice. Our regional partners have programs and partnerships with accredited schools and graduate departments or programs of medicine, nursing, dentistry, public health, allied health, pharmacy, and/or behavioral health to develop or enhance curricula, utilizing interprofessional team-based learning, to train faculty and build capacity to prepare future health care professionals to provide for the health care needs of PLWH. Particular attention is given to minority-serving educational institutions
National Coordinating Resource Center
Interprofessional education (IPE) promotes collaborative and integrated learning amongst two or more health profession students (pre-license and/or post-license) in order to encourage safe, high quality, accessible, patient-centered care and ultimately, improve health outcomes. The AETC Program will implement IPE projects with academic partners involving various disciplines such as nursing, medicine, pharmacy, dentistry, public health, social work, mental health, and law with the end goal of graduating diverse clinicians and health professionals prepared to provide team-based HIV care.
The core competencies and sub-competencies feature the following desired principles: patient and family centered; community and population oriented; relationship focused; process oriented; linked to learning activities, educational strategies, and behavioral assessments that are developmentally appropriate for the learner; able to be integrated across the learning continuum; sensitive to the systems context and applicable across practice settings; applicable across professions; stated in language common and meaningful across the professions; and outcome driven.
Interprofessional Education Objectives
- Work with other health professionals to establish and maintain a climate of mutual respect, dignity, diversity, ethical integrity, and trust
- Use the knowledge of one’s own role and those of other professions to appropriately assess and address the healthcare needs of the patients
- Communicate effectively with other health professionals in a confident, clear, respectful, and consistent manner to deliver optimal patient care and build consensus
- Respect the dignity and privacy of patients while maintaining confidentiality in the delivery of team-based care
- Safely and appropriately incorporate patients’ cultural diversity and individual differences into healthcare plans
Competency 1 - Values/Ethics for Interprofessional Practice
Work with individuals of other professions to maintain a climate of mutual respect and shared values.
Competency 2 - Roles/Responsibilities
Use the knowledge of one’s own role and those of other professions to appropriately assess and address the health care needs of patients and to promote and advance the health of population.
Competency 3 - Interprofessional Communication
Communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease.
Competency 4 - Teams and Teamwork
Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable.
Additional HIV/AIDS Learner Objectives
- Understand basic pathophysiology of the human immunodeficiency virus and its effect on the immune system
- Describe the epidemiology of HIV/AIDS
- Identify the social determinants of health that can uniquely impact PLWH
- Utilize available health resources in a responsible manner to provide quality care and support services for PLWH
The TeamSTEPPS for Office-Based Care course includes a variety of training videos. Some of these videos show the TeamSTEPPS tools at use in clinical situations within different medical offices. Other tools show the Practice Facilitator at work using TeamSTEPPS and coaching tools effectively in a medical office.
This toolkit will help preceptors in any healthcare profession who wish to precept interprofessional learners and/or champion interprofessional practice and education at their clinical site.
Interprofessional education occurs when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes.World Health Organization
The Student Perspective
Southeast IPE Partners
The SE AETC is closely partnered with Vanderbilt’s highly successful interprofessional program called the Vanderbilt Program in Interprofessional Education (VPIL). Students are selected for participation in the IPE program based on their interests in the IPE program and potential training sites. Students who enrolled in the Vanderbilt IPE program chose to take part in the IPE curriculum at their respective institutions and expressed an interest in outpatient based HIV care. Participating professional schools at other IPE sites select students based on eligibility and interest in HIV related issues.
Vanderbilt serves as the Regional Lead for IPE and collaborates closely with partners who have developed their own programs. The university has an established track record for the effective implementation of a clinic-based, longitudinal IPE program. Given our experience over the past five years with VPIL, we utilize lessons learned to develop best practices for successful HIV IPE programs.
University of Kentucky ensures team-ready graduates who are well prepared to enter a rapidly changing health care delivery system in which emerging models of collaborative heath care are the rule.
The Center is composed of a small core staff working collaboratively with administrators, faculty, staff, and students from the colleges of Communication and Information, Dentistry, Health Sciences, Medicine, Nursing, Pharmacy, Public Health, and Social Work and is supported by the Offices of the Provost and the Executive Vice President of Health Affairs. Together we share the vision that University of Kentucky will lead U.S. universities and academic medical centers in developing, validating and promoting interprofessional education.
Kentucky AETC Project Coordinator
phone: (859) 323-9969
The Office of Interprofessional Education at the University of Florida has been providing interprofessional learning opportunities for multiple health professions students since 1999. Our office, in conjunction with the six Health Science Center Colleges, develops learning opportunities that cross college boundaries. These joint educational experiences will result in health professionals who have the attitudes, skills and behaviors to communicate effectively with other health care providers, can work effectively in health care teams, and can demonstrate professional conduct during interprofessional encounters. Ultimately, joint learning opportunities will lead to higher quality, safer clinical care.
Taryn Buckley, PhD, CHES
phone: (352) 273-7845
Health science students at the University of South Carolina have many exciting opportunities to interact, engage and learn about and with their colleagues in medicine, nursing, pharmacy, physical therapy, public health, social work, and speech language pathology in the classroom and community. Aligned with the care team model of most medical settings that is proven to improve patient outcomes, these programs allow students the opportunity to work in teams and address the multifaceted challenges in providing optimal patient care in the dynamic healthcare arena.
Adrena Harrison, RN, MSN, ACRN
South Carolina AETC Project Manager
phone: (803) 545-5403
In order to meet the challenge of providing health care in the 21st century, educators across the nation have called for new approaches to health professions education, including opportunities for work-based learning, longitudinal clinical experiences extending across the duration of the formal program, and the chance to work in interprofessional teams.
To answer this call, a group of educators from Belmont University and Lipscomb University Colleges of Pharmacy, Mid Tennessee Collaborative Master of Social Work Program at Tennessee State University Department of Social Work, and Vanderbilt University Schools of Medicine and Nursing designed an innovative program for incoming students. From the very start of their respective curricula, students will contribute to the care of patients in meaningful ways by working in interprofessional clinical teams.
Jennifer Burdge, MEd
Southeast AETC Project Manager, Chief Programmatic Officer