Interprofessional education (IPE) is recognized as a critical component in preparing students for effective interprofessional practice in health care. IPE is supported by the American Speech-Language-Hearing Association and students’ competence in interprofessional practice is expected by clinical supervisors for effective work in any setting, whether that setting is medically or educationally oriented. IPE thus needs to be integrated into the curriculum of academic programs in Communication Sciences and Disorders and supported by clinicians in the field. This short tutorial is designed to acquaint readers with the concept of IPE, the collaborative competencies that students develop, available learning models, the importance of measuring the effectiveness of any interprofessional intervention, and ongoing challenges that need to be addressed to facilitate the implementation of this valuable learning strategy.
AllanC. M.CampbellW. N.GuptillC. A.StephensonF. F.CampbellK. E. (2006). A conceptual model for interprofessional education: The international classification of functioning, disability, and health (ICF). Journal of Interprofessional Care, 20, 235–245.
2.
BandaliK.ParkerK.MummeryM.PreeceM. (2008). Skills integration in a simulated and interprofessional environment: An innovative undergraduate applied health curriculum. Journal of Interprofessional Care, 22, 179–189.
3.
BarrH.HelmeM.D’AvrayL. (2014, January). Review of interprofessional education in the United Kingdom. Centre for the Advancement of Interprofessional Education. Available from admin@caipe.org.uk
4.
BridgesD. R.DavidsonR. A.OdegardP. S.MakiI. V.TomkowiakJ. (2011). Interprofessional collaboration: Three best practice models of interprofessional education. Medical Education Online, 16, Article 6035. doi:10.3402/med.v1610.6035
5.
CavanaughJ. T.KonradS. C. (2012). Fostering the development of effective person-centered healthcare communication skills: An interprofessional shared learning model. Work, 4, 293–301.
ChristiansonC. E.McBrideR. B.VariR. C.OlsonL.WilsonH. D. (2007). From traditional to patient-centered learning: Curriculum change as an intervention for changing institutional culture and promoting professionalism in undergraduate medical education. Academic Medicine, 82, 1079–1088.
8.
ClarkP. G. (2011). The devil is in the details: The seven deadly sins of organizing and continuing interprofessional education in the US. Journal of Interprofessional Care, 25, 321–327.
9.
FrenkJ.ChenL.BhuttaZ. A.CohenJ.CrispN.EvansT.. . . ZuraykH. (2010). Health professions for a new century: Transforming education to strengthen health systems in an interdependent world. The Lancet, 376, 1923–1958.
10.
FribergJ.GinsbergS.ViscontiC.Schober-PetersonD. (2013, June). Academic edge: This isn’t the same old book learning. The ASHA Leader, 18, 32–33.
11.
GaughanM.GillmanL. B.BoumbulianP.DavisM.GalenR. S. (2011). Building sustainable community partnerships into the structure of new academic public health schools and programs. Journal of Public Health Management Practice, 17, 350–353.
12.
GoldbergL. R.BrownG.MosackV. A.FletcherP. A. (in press). Student reflections following exposure to a case-based interprofessional learning experience: Preliminary findings. Journal of Interprofessional Care.
13.
GoldbergL. R.KoontzJ. S.DownsD.UhligP.ShahS.KumarN. G.. . . CrumrineD. (2010). Infusing an interprofessional and inter-university perspective into healthcare education. Higher Education Research & Development, 29, 421–431.
14.
GoldbergL. R.KoontzJ. S.RogersN.BrickellJ. (2012). Considering accreditation in gerontology: The importance of interprofessional collaborative competencies to ensure quality health care for older adults. Gerontology & Geriatrics Education, 33, 95–110.
15.
Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the twenty-first century. Washington, DC: National Academies Press.
16.
Institute of Medicine. (2003). Health professions education: A bridge to quality. Washington, DC: National Academies Press.
17.
Institute of Medicine. (2010). The healthcare imperative: Lowering costs and improving outcomes—Workshop series summary. Washington, DC: National Academies Press.
18.
Interprofessional Curriculum Renewal Consortium, Australia. (2013). Curriculum renewal for interprofessional education in health. Sydney, Australia: Centre for Research in Learning and Change, University of Technology.
19.
Interprofessional Education Collaborative Expert Panel. (2011a, May). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, DC: Interprofessional Education Collaborative.
20.
Interprofessional Education Collaborative Expert Panel. (2011b, February). Team-based competencies: Building a shared foundation for education and clinical practice. Washington, DC: Interprofessional Education Collaborative.
21.
JohnsonA. (2013, February). Realizing our educational future—Now: Graduate programs need to realign curricula with a fast-shifting health care environment. The ASHA Leader, 37.
22.
KingS.GreidanusE.MajorR.LoversoT.KnowlesA.CarbonaroM.BahryL. (2012). A cross-institutional examination of readiness for interprofessional learning. Journal of Interprofessional Care, 26, 108–114.
23.
KlockoD. J.KrumwiedeK. H.Olivares-UruetaM.WilliamsonJ. W. (2012). Development, implementation, and short-term effectiveness of an interprofessional education course in a school of health professions. Journal of Allied Health, 41, 14–20.
24.
McFaydenA. K.WebsterV. S.MaclarenW. M. (2006). The test-retest reliability of a revised version of the Readiness for Interprofessional Learning Scale (RIPLS). Journal of Interprofessional Care, 20, 633–639.
OrchardC. A.KingG. A.KhaliliH.BezzinaM. B. (2012). Assessment of Interprofessional Team Collaboration Scale (AITCS): Development and testing of the instrument. Journal of Continuing Education in the Health Professions, 32, 58–67.
27.
PrelockP. (2013, June). From the president: The magic of interprofessional teamwork. The ASHA Leader, 18, 5–6.
28.
RavetJ. (2012). From interprofessional education to interprofessional practice: Exploring the implementation gap. Professional Development in Education, 38, 49–64.
29.
ReevesS.PerrierL.GoldmanJ.FreethD.ZwarensteinM. (2013). Interprofessional education: Effects on professional practice and healthcare outcomes (update). Cochrane Database of Systematic Reviews, Issue 3, Article CD002213. doi:10.1002/14651858.CD002213.pub3
30.
SargeantJ.MacLeodT.MurrayA. (2011). An interprofessional approach to teaching communication skills. Journal of Continuing Education in the Health Professions, 31, 265–267.
31.
ScottP. J.AltenburgerP. A.KeanJ. (2011). A collaborative teaching strategy for enhancing learning of evidence-based clinical decision-making. Journal of Allied Health, 40, 120–127.
32.
SilverI. L.LeslieK. (2009). Faculty development for continuing interprofessional education and collaborative practice. Journal of Continuing Education in the Health Professions, 29, 172–177.
33.
SimmonsB.WagnerS. (2009). Assessment of continuing interprofessional education: Lessons learned. Journal of Continuing Education in the Health Professions, 29, 168–171.
ThannhauserJ.Russell-MayhewS.ScottC. (2010). Measures of interprofessional education and collaboration. Journal of Interprofessional Care, 24, 336–349.
36.
The Joint Commission. (2010). Advancing effective communication, cultural competence, and patient- and family-centered care: A roadmap for hospitals.Oakbrook Terrace, IL: Author.
37.
ValeR. D.DeRisiJ.PhillipsR.MullinsR. D.WatermanC.MitchisonT. J. (2012). Interdisciplinary graduate training in teaching labs. Science, 338, 1542–1543.
38.
World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice. Geneva, Switzerland: Author.
