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IPE Accreditation Standards

Accrediting Bodies

College of Dentistry

Commission on Dental Association (CODA)

College of Medicine

Liaison Committee on Medical Education (LCME)

College of Nursing

Commission on Collegiate Nursing Education (CCNE)

College of Pharmacy

Accreditation Council for Pharmacy Education (ACPE)

School of Public Health

Council on Education for Public Health (CEPH)


Recent Accreditation Research

Interprofessional Education Accreditation Standards in the USA: 2015 Update Poster by Joseph A. Zorek, Pharm.D & Cynthia L. Raehl, Pharm.D

Zorek, J. A. & Raehl, C. L. (2013). Interprofessional education accreditation standards in the USA: A comparative analysis. Journal of Interprofessional Care, 27(2): 123-130.


College of Dentistry

Patient Care Competencies - Dental Hygiene

2-15 Graduates must be competent in communicating and collaborating with other members of the health care team to support comprehensive patient care.

Intent: The ability to communicate verbally and in written form is basic to the safe and effective provision of oral health services for diverse populations. Dental Hygienists should recognize the cultural influences impacting the delivery of health services to individuals and communities (i.e. health status, health services and health beliefs). Students should understand the roles of members of the health-care team and have educational experiences that involve working with other health-care professional students and practitioners.

Examples of evidence to demonstrate compliance may include:

• student experiences demonstrating the ability to communicate and collaborate effectively with a variety of individuals, groups and health care providers.

• examples of individual and community-based oral health projects implemented by students during the previous academic year

• evaluation mechanisms designed to assess knowledge and performance of interdisciplinary communication and collaboration


College of Medicine

7.9       Interprofessional Collaborative Skills

The faculty of a medical school ensure that the core curriculum of the medical education program prepares medical students to function collaboratively on health care teams that include health professionals from other disciplines as they provide coordinated services to patients. These curricular experiences include practitioners and/or students from the other health professions.


College of Nursing

PURPOSE OF ENTRY-TO-PRACTICE NURSE RESIDENCY PROGRAMS

5. Practice collaboratively as members of the interprofessional healthcare team.

KEY ELEMENTS

III-A. MANAGEMENT AND DELIVERY OF QUALITY PATIENT CARE

Care delivery encompasses prioritizing care as well as the appropriate delegation to and supervision of specific care functions by other members of the interprofessional team.

III-A.1. Quality and Safety

Learning session content, clinical, and other learning experiences enable residents to:

1. Discuss how the culture of safety impacts the well-being of patient, family, self, and other members of the interprofessional team.

5. Participate in interprofessional quality and safety improvement efforts.

III-A.2. Patient and Family Centered Care

Residents use case studies, examples from clinical practice, and reflections to demonstrate the impact of actions on patient outcomes, as well as the effect of system issues on safe care delivery and outcomes. Residents incorporate national and institutional policies, metrics and benchmarks, and the institution’s quality improvement process to participate in the interprofessional provision of patient and family centered care.

Learning session content, clinical, and other learning experiences enable residents to:

4. Participate as a member of the interprofessional team in goal directed care and promoting and supporting early decisions about care preferences.

5. Identify ethical considerations and coping strategies for the patient, family, and members of the interprofessional team in dealing with end of life.

III-A.3. Management of Patient Care Delivery

Learning session content, clinical, and other learning experiences enable residents to:

Formulate a plan to manage patient care assignments based on patient acuity, workload, resources, and anticipated patient needs within the context of the interprofessional team.

III-A.4. Management of the Changing Patient Condition

Learning session content, clinical, and other learning experiences enable residents to:

3. Access and use appropriate institutional resources, including members of the interprofessional team, when a patient condition changes.

4. Participate as a member of the interprofessional team when there is a change in patient condition.

5. Communicate with the appropriate members of the interprofessional team when a patient’s condition changes.

III-A.5. Communication and Conflict Management

The program is designed to further develop skills needed to manage conflict that may occur within the interprofessional team and between patients and their families and the interprofessional team.

Learning session content, clinical, and other learning experiences enable residents to:

1. Use evidence-based communication skills with patients, families, and members of the interprofessional team.

2. Communicate effectively with patients, families, and members of the interprofessional team using strategies and resources to address communication barriers.

3. Collaborate with members of the interprofessional team in planning care and meeting patient needs.

III-B.3. Ethical Decision Making

The program is designed to expand residents’ knowledge and skills acquired in their prelicensure programs to incorporate ethical principles in relationships with the interprofessional team and in the delivery of care. Residents must practice within a professional and ethical framework to address ethical dilemmas that arise in practice and to support the decision-making process as it relates to patients and families, patient care, nursing, and the interprofessional team.

Learning session content, clinical, and other learning experiences enable residents to:

4. Take action to prevent or limit unsafe or unethical health and nursing care practices by self and members of the interprofessional team.

III-B.5. Business of Healthcare

Learning session content, clinical, and other learning experiences enable residents to:

4. Identify how creating a plan of coordinated care with a team of interprofessional caregivers positively affects patient outcomes while decreasing costs.


College of Pharmacy

Importance of Standards

Establishing a commitment to continuing professional development (CPD) by iv students and graduates is also addressed, as are contemporary educational concepts such student readiness to:

• Contribute as a member of an interprofessional collaborative patient care team (Teamready)

Revision of Standards: Background

• The reports of the Institute of Medicine (IOM) (www.iom.edu) noting needed changes in our healthcare system to improve medication safety and patient outcomes, including the five competencies that all healthcare professionals should attain during their education:

Work in interprofessional teams

STANDARDS AND KEY ELEMENTS

SECTION I: EDUCATIONAL OUTCOMES

The educational outcomes2 described herein have been deemed essential to the contemporary practice of pharmacy in a healthcare environment that demands interprofessional collaboration and professional accountability for holistic patient well-being.

Standard 3: Approach to Practice and Care

The program imparts to the graduate the knowledge, skills, abilities, behaviors, and attitudes necessary to solve problems; educate, advocate, and collaborate, working with a broad range of people; recognize social determinants of health; and effectively communicate verbally and nonverbally.

Key Elements:

3.4. Interprofessional collaboration – The graduate is able to actively participate and engage as a healthcare team member by demonstrating mutual respect, understanding, and values to meet patient care needs.

Standard 11: Interprofessional Education (IPE)

The curriculum prepares all students to provide entry-level, patient-centered care in a variety of practice settings as a contributing member of an interprofessional team. In the aggregate, team exposure includes prescribers as well as other healthcare professionals.

Key Elements:

11.1. Interprofessional team dynamics – All students demonstrate competence in interprofessional team dynamics, including articulating the values and ethics that underpin interprofessional practice, engaging in effective interprofessional communication, including conflict resolution and documentation skills, and honoring interprofessional roles and responsibilities. Interprofessional team dynamics are introduced, reinforced, and practiced in the didactic and Introductory Pharmacy Practice Experience (IPPE) components of the curriculum, and competency is demonstrated in Advanced Pharmacy Practice Experience (APPE) practice settings.

11.2. Interprofessional team education – To advance collaboration and quality of patient care, the didactic and experiential curricula include opportunities for students to learn about, from, and with other members of the interprofessional healthcare team. Through interprofessional education activities, students gain an understanding of the abilities, competencies, and scope of practice of team members. Some, but not all, of these educational activities may be simulations.

11.3. Interprofessional team practice – All students competently participate as a healthcare team member in providing direct patient care and engaging in shared therapeutic decision-making. They participate in experiential educational activities with prescribers/student prescribers and other student/professional healthcare team members, including face-to-face interactions that are designed to advance interprofessional team effectiveness.

Standard 12: Pre-Advanced Pharmacy Practice Experience (Pre-APPE) Curriculum

Key Elements:

12.5. IPPE expectations – IPPEs expose students to common contemporary U.S. practice models, including interprofessional practice involving shared patient care decision-making, professional ethics and expected behaviors, and direct patient care activities. IPPEs are structured and sequenced to intentionally develop in students a clear understanding of what constitutes exemplary pharmacy practice in the U.S. prior to beginning APPE.

Standard 13: Advanced Pharmacy Practice Experience (APPE) Curriculum

Key Elements:

13.3. Interprofessional experiences – In the aggregate, students gain in-depth experience in delivering direct patient care as part of an interprofessional team.

Subsection IID: Resources

Standard 18: Faculty and Staff—Quantitative Factors

The college or school has a cohort of faculty and staff with the qualifications and experience needed to effectively deliver and evaluate the professional degree program.

Key Elements:

18.1. Sufficient faculty – The college or school has a sufficient number of faculty members to effectively address the following programmatic needs:

• Intraprofessional and interprofessional collaboration

Standard 21: Physical Facilities and Educational Resources

The college or school has adequate and appropriately equipped physical and educational facilities to achieve its mission and goals.

Key Elements:

21.2. Physical facilities’ attributes – The college or school’s physical facilities also include adequate:

• Space that facilitates interaction of administrators, faculty, students, and interprofessional collaborators

Standard 24: Assessment Elements for Section I: Educational Outcomes

The college or school develops, resources, and implements a plan to assess attainment of educational outcomes to ensure that graduates are prepared to enter practice.

Key Elements:

24.3. Student achievement and readiness – The assessment plan measures student achievement at defined levels of the professional competencies that support attainment of the Educational Outcomes in aggregate and at the individual student level. In addition to college/school desired assessments, the plan includes an assessment of student readiness to:

• Contribute as a member of an interprofessional collaborative patient care team

25.6. Interprofessional preparedness – The college or school assesses the preparedness of all students to function effectively and professionally on an interprofessional healthcare team.

Appendix 1 Required Elements of the Didactic Doctor of Pharmacy Curriculum

Healthcare Systems

• Examination of U.S. health systems and contemporary reimbursement models in which patient-centered and/or population-based care is provided and paid for, and how social, political, economic, organizational, and cultural factors influence providers’ ability to ensure patient safety and deliver coordinated interprofessional care services.

Professional Communication

• Analysis and practice of verbal, non-verbal, and written communication strategies that promote effective interpersonal dialog and understanding to advance specific patient care, education, advocacy, and/or interprofessional collaboration goals. Exploration of technology-based communication tools and their impact on healthcare delivery, healthcare information, and patient empowerment.

Appendix 2 Expectations within the APPE Curriculum

Builds on IPPE. APPE follows IPPE, which is designed to progressively develop the professional insights and skills necessary to advance into responsibilities in APPE. Colleges and schools use a variety of IPPE delivery mechanisms to ensure students are ready to meet the expectations of APPE. IPPE involves interaction with practitioners and patients to advance patient welfare in authentic practice settings, and provides exposure to both medication distribution systems and high-quality, interprofessional, team-based patient care.

APPE curriculum. APPE ensures that students have multiple opportunities to perform patient-centered care and other activities in a variety of settings. Experiences are in-depth, structured, and comprehensive in the aggregate, and carefully coordinated with other components of the PharmD curriculum. Collectively, APPE hones the practice skills, professional judgment, behaviors, attitudes and values, confidence, and sense of personal and professional responsibility required for each student to practice independently and collaboratively in an interprofessional, team-based care environment.

Learning activities. The APPE curriculum, in the aggregate, includes but is not limited to: (1) direct patient care, (2) interprofessional interaction and practice, (3) medication dispensing, distribution, administration, and systems management, and (4) professional development. Examples of possible activities within these broad areas are listed in the Guidance document.

Interprofessional interaction. The need for interprofessional interaction is paramount to successful treatment of patients. Colleges and schools provide pharmacy students the opportunity to gain interprofessional skills using a variety of mechanisms including face-to-face interactions in clinical settings or in real-time telephonic or video-linked interactions. Regardless of the methods used, students demonstrate those interprofessional skills articulated in Standard 11.

Ambulatory care. Ambulatory care pharmacy practice is the provision of integrated, accessible health care services by pharmacists who are accountable for addressing medication needs, developing sustained partnerships with patients, and practicing in the context of family and community. The ambulatory care setting involves interprofessional communication and collaboration to provide acute and chronic patient care that can be accomplished outside the inpatient setting.

Appendix 3 Required Documentation for Standards and Key Elements 2016

Standard 3– Approach to Practice and Care

• Examples of student participation in Interprofessional Education activities (didactic, simulation, experiential)

• Outcome data from assessments summarizing overall student participation in Interprofessional Education activities

Standard 9 – Organizational Culture

• Examples of intra/interprofessional and intra/interdisciplinary collaboration

Standard 10 - Curriculum Design, Delivery, and Oversight

Key Element 10.15

• Examples of instructional methods used by faculty and the extent of their employment to:

-Incorporate meaningful interprofessional learning opportunities

 Standard 11 - Interprofessional Education (IPE)

• Vision, mission, and goal statements related to IPE

• Statements addressing IPE and practice contained within student handbooks and/or catalogs

• Relevant syllabi for required and elective didactic and experiential education courses that incorporate elements of IPE to document that concepts are reinforced throughout the curriculum and that IPE-related skills are practiced at appropriate times during preAPPE

• Student IPPE and APPE evaluation data documenting extent of exposure to interprofessional, team-based patient care

• Outcome data from assessments summarizing students’ overall achievement of expected interprofessional educational outcomes in the pre-APPE and APPE curriculum

Standard 13 – APPE Curriculum

• Student APPE evaluation data documenting extent of exposure to diverse patient populations and interprofessional, team-based patient care

Standard 21 – Physical Facilities and Educational Resources

• Description of shared space and how such space promotes interprofessional interaction

Standard 25 – Assessment Elements for Section II

• Description of how the college or school uses information generated by assessments related to its organizational effectiveness, mission and goals, didactic curriculum, experiential learning program, co-curriculum activities, and interprofessional education to advance overall programmatic quality.


School of Public Health

Interprofessional Practice

21. Perform effectively on interprofessional teams

D3. DrPH Foundational Competencies (SPH and PHP, if applicable)

Policy & Programs

17. Propose interprofessional team approaches to improving public health

E3. Faculty Instructional Effectiveness (SPH and PHP)

School- or program-level outcomes

Courses that are team-taught with interprofessional perspectives

Courses that integrate technology in innovative ways to enhance learning

Courses that involve community-based practitioners

Courses that integrate service learning, as defined by the school or program

Courses that integrate community-based projects

Courses that use higher-level assessments

Courses that employ active learning techniques

Teaching assistants trained in pedagogical techniques

Implementation of grading rubrics

Any other measure that tracks use of pedagogical techniques and is meaningful to the school or program


Last edited by: kzemanek 08/21/2017