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Wendlan, Madalynn T.; DeMarco, Joanna L.; Giuffre, Suzanne
Interprofessional education (IPE) is defined as “students from two or more professions learning about, from and with each other to enable effective collaboration and improve health outcomes” (World Health Organization, 2010). When used effectively, IPE programs aid in preparing pre-professional undergraduate and graduate health professional students to enter the healthcare field as effective team members, who are knowledgeable in delivering quality, collaborative care. This project aimed to 1) assess the impact of current IPE programming, 2) create an evidence-based framework to develop IPE programming and 3) determine if current evaluative processes using the T.E.A.M. reporting tool can adequately reflect the ability for IPE programming to be sustainable. Along with a review of the literature, pre- and post-IPE program surveys were analyzed to create a comprehensive needs assessment using the W.K. Kellogg Foundation Logic Model. From the data compiled, it was determined that initiation of IPE at the foundational level, including exposure of IPE concepts to undergraduate students, would be advantageous. The T.E.A.M. Reporting Tool has the ability to highlight and compare key components to consider prior to implementing IPE events and activities and aligns with the created evidence-based framework to build a sustainable model for IPE.
College of Sciences and Health Professions
School of Health Sciences
Medicine and Health Sciences
Sammon, Mary C. and Parente, Hayden A., "The T.E.A.M Approach to Interprofessional Education for Pre-Professional and Professional Health Students" (2018). Undergraduate Research Posters 2018. 54.