Inter-professional Education Paper Assignment

Inter-professional Education Paper Assignment

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Question Description
WHY:

The goal of this assignment is to help you learn the following:

Synthesize key concepts presented in this course to inform your understanding of a real-world problem.
Analyze and synthesize ideas from relevant peer-reviewed literature to develop your own ideas, provide evidence to support your position, and respond to any opposing perspectives.
Apply critical thinking, analysis, and writing skills to develop a well-reasoned argument with a coherent style and logical chain of reasoning.
WHAT:

In this assignment, you will write a 8-10 page paper where you will identify and analyze a contemporary problem in health professions education. The problem may be related to professions, professionalism, socialization, diversity, interprofessional education, or the structure of systems that shape health professions education. In addition to analyzing readings from the course, you are required to use at least five credible (peer-reviewed) sources and document these in your paper using the APA format.

HOW:

1. Identify an issue related to major concepts discussed in this course: professionalism, competence, expertise, accreditation, credentialing, socialization, professional identity development, interprofessional education, diversity, equity, and educational scholarship.

2. Search the literature which explains this problem, or describes potential solutions

3. Select at least 5 credible research articles, and complete your annotated bibliography (credible means scholarly sources or research studies published within the past 5-7 years)

4. Draft your thesis statement taking a position on your understanding of the issue

5. Outline your argument

6. Write a draft of your paper and submit for feedback

7. Revise your paper based on feedback, seeking clarification from instructor if needed

Example Outline:

 

IntroductionGain audience attention: (Use a brief, powerful story to make the issue come alive for the reader, use a shocking statistic or radical statement.) Direct audience to need (Why should we care about this topic/issue?):Credibilityenhancing material: (Show us enough evidence so that we trust that you know what you are talking about. Please do NOT use the words I, WE, or YOU in a formal paper!)
Thesis statement (an assertion stating your position or stance on the issue)
BackgroundSummarize 2-3 themes from course materials (required or optional readings)
Theme 1: Synthesize the perspectives of 2-3 authors
Theme 2: Synthesize the perspectives of 2-3 authors
Theme 3: Synthesize the perspectives of 2-3 authors
Literature ReviewDescribe methods for search: aim, search terms / strategy, how you narrowed down to the articles included (i.e. inclusion/exclusion criteria)
Summarize the characteristics of selected articles
Theme 1: Synthesize the perspectives of 2-3 authors
Theme 2: Synthesize the perspectives of 2-3 authors
Theme 3: Synthesize the perspectives of 2-3 authors
DiscussionSummarize key themes and findings from your analysis
Discuss implications for practice or scholarship (answer the question “so what”?)
Discuss needed changes (answer the question “now what”?)
Grading Rubric:

Standard

Points
Focus: Clearly presents and defines an exigent problem in health professions education. Builds upon relevant scholarly conversations from this course and the broader literature. States a clear thesis.
0-20____________
Organization: Writing follows a clear organizational structures, with a clear chain of reasoning connecting all sections of the paper. Paragraphs are well organized around a single idea with a strong and coherent topic sentence. Transitions are used to move the argument forward. Paper flows, without redundancy, at the document and paragraph levels.
0-20 ____________
Development: Main ideas are developed with compelling evidence that is analyzed, interpreted, and connected to the thesis. The research literature is summarized and synthesized into patterns and themes that are sufficiently discussed in relation to the problem or focus of the paper. Multiple perspectives, research limitations, and potential objections or critiques are addressed.
0-20 ____________
Mechanics & Style: Sentence structure is varied and grammatically correct. Writing is free of spelling errors; proofreading is evident. Writing is clear, concise, formal, interesting, in the active voice, objective, and free from bias and anthropomorphisms.

0-20 ____________
Quality of writing: Writes clearly with an introduction that sets the stage for the paper and outlines the argument; uses paragraphs each focused on one single idea, introduced by a topic sentence; transitions logically between ideas; uses correct grammar and spelling; uses a style that engages the reader.
0-20 ____________

Tags: education Dental IPE

what_i_did_and_the_main_idea..docx

core_competencies_copy_2.pdf

dental_ipe_copy.pdf

pipes_information_package_copy_2.pdf

introducing_ipe_taibah_uni_copy.pdf
Unformatted Attachment Preview
Interprofessional Education application to Dental schools in Saudi Arabia. I. Introduction a. Gain audience attention: (Use a brief, powerful story to make the issue come alive for the reader, use a shocking statistic or radical statement.) Direct audience to need (Why should we care about this topic/issue?): i. Credibilityenhancing material: (Show us enough evidence so that we trust that you know what you are talking about. Please do NOT use the words I, WE, or YOU in a formal paper!) b. Thesis statement (an assertion stating your position or stance on the issue) IPE is a very wide well explained subject that when implied showed very effective outstanding outcomes in terms of; Better diagnosis, less medical errors, job satisfaction, patient safety, ease access to health services and increase access to health care in rural areas. Saudi Arabia is going through an era of development and health care is one of the main keys, with IPE optimum health care will be delivered for the people who are working or being treated. A study published in the Saudi Dental Journal in 2006 found the prevalence of dental caries at 93.7% for 12- to 14-year-old schoolchildren in Riyadh. The oral cavity is a mirror of the overall body, first line of defense and early detection of diseases. In this project the need of IPE in dental education will be explained, the effectiveness of some methods that are used and how would it be implemented in Saudi Arabia. II. Background a. Summarize 2-3 themes from course materials (required or optional readings) In this project the need of IPE in dental education will be explained, the effectiveness of some methods that are used and how would it be implemented in Saudi Arabia. Competencies will be defined and explained. b. Theme 1: Collaborative network among dentists and other medical professionals would be beneficial to patients as well as to other health care providers. This collaboration begins with the preparation of dental students to work effectively in alliances with other health professionals and will require support at all levels of dental education, beginning at the highest levels of administration. c. Theme 2: Methods of applying IPE: i. Interprofessional feedback ii. Exposure to the interprofessional clinical simulation and case study iii. Small group participation d. Theme 3: How would it be implemented? Through dental school under the PIPE’s The PIPEs is a quality measure and serves to guide the process of bringing learning activities into the IPE curriculum III. IV. Literature Review a. Describe methods for search: aim, search terms / strategy, how you narrowed down to the articles included (i.e. inclusion/exclusion criteria) b. Summarize the characteristics of selected articles c. Theme 1: Synthesize the perspectives of 2-3 authors d. Theme 2: Synthesize the perspectives of 2-3 authors e. Theme 3: Synthesize the perspectives of 2-3 authors Discussion a. Summarize key themes and findings from your analysis b. Discuss implications for practice or scholarship (answer the question “so what”?) c. Discuss needed changes (answer the question “now what”?) Core Competencies for Interprofessional Collaborative Practice Sponsored by the Interprofessional Education Collaborative* Report of an Expert Panel May 2011 *IPEC sponsors: American Association of Colleges of Nursing American Association of Colleges of Osteopathic Medicine American Association of Colleges of Pharmacy American Dental Education Association Association of American Medical Colleges Association of Schools of Public Health This document may be reproduced, distributed, publicly displayed and modified provided that attribution is clearly stated on any resulting work and it is used for non-commercial, scientific or educational—including professional development—purposes. If the work has been modified in any way all logos must be removed. Contact ip@aamc.org for permission for any other use. Suggested citation: Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative. Photo Credit Libby Frost/University of Minnesota Family Medicine and Community Health Core Competencies for Interprofessional Collaborative Practice Report of an Expert Panel Core Competencies for Interprofessional Collaborative Practice Report of an Expert Panel This report is inspired by a vision of interprofessional collaborative practice as key to the safe, high quality, accessible, patient-centered care desired by all. Achieving that vision for the future requires the continuous development of interprofessional competencies by health professions students as part of the learning process, so that they enter the workforce ready to practice effective teamwork and team-based care. Our intent was to build on each profession’s expected disciplinary competencies in defining competencies for interprofessional collaborative practice. These disciplinary competencies are taught within the professions. The development of interprofessional collaborative competencies (interprofessional education), however, requires moving beyond these profession-specific educational efforts to engage students of different professions in interactive learning with each other. Being able to work effectively as members of clinical teams while students is a fundamental part of that learning. ©2011 American Association of Colleges of Nursing, American Association of Colleges of Osteopathic Medicine, American Association of Colleges of Pharmacy, American Dental Education Association, Association of American Medical Colleges, and Association of Schools of Public Health. May be reproduced and distributed according to the terms set forth in this document. i Core Competencies for Interprofessional Collaborative Practice Report of an Expert Panel Table of Contents Organization of Report 1 Setting the Parameters Operational Definitions 1 2 Why Interprofessional Competency Development Now? Interprofessional education, by profession 3 5 The Concept of Interprofessionality 8 Frameworks Reflective of the Interdependence between Health Professions’ Education and Practice Needs 9 The Competency Approach to Health Professions Education and Interprofessional Learning 12 Interprofessional Competencies 13 Developing Interprofessional Education Competencies for Interprofessional Collaborative Practice in the U.S. 14 Core Competencies for Interprofessional Collaborative Practice Competency Domain 1: Values/Ethics for Interprofessional Practice Competency Domain 2: Roles/Responsibilities Competency Domain 3: Interprofessional Communication Competency Domain 4: Teams and Teamwork 15 17 20 22 24 Competencies, Learning Objectives and Learning Activities 26 Learning Activities, Examples 28 Stages of Competency Development 30 Theories Informing Interprofessional Education 33 Key Challenges to the Uptake and Implementation of Core Interprofessional Competencies 34 Scope of This Report 36 References 39 Appendix – Interprofessional Education Collaborative, Expert Panel Charge, Process and Panel Participants 45 ©2011 American Association of Colleges of Nursing, American Association of Colleges of Osteopathic Medicine, American Association of Colleges of Pharmacy, American Dental Education Association, Association of American Medical Colleges, and Association of Schools of Public Health. May be reproduced and distributed according to the terms set forth in this document. iii Core Competencies for Interprofessional Collaborative Practice Report of an Expert Panel Organization of Report This report is organized in the following fashion: first, we provide key definitions and principles that guided us in identifying core interprofessional competencies. Then, we describe the timeliness of interprofessional learning now, along with separate efforts by the six professional education organizations to move in this direction. We identify eight reasons why it is important to agree on a core set of competencies across the professions. A concept- interprofessionality- is introduced as the idea that is foundational to the identification of core interprofessional competency domains and the associated specific competencies. Interprofessional education has a dynamic relationship to practice needs and practice improvements. In the concluding background section, we describe three recently developed frameworks that identify interprofessional education as fundamental to practice improvement. Then, the competency approach to learning is discussed, followed by what distinguishes interprofessional competencies. We link our efforts to the five Institute of Medicine (IOM) core competencies for all health professionals (IOM, 2003). The introduction and discussion of the four competency domains and the specific competencies within each form the core of the report. We describe how these competencies can be formulated into learning objectives and learning activities at the pre-licensure/pre-certifying level, and name several factors influencing choice of learning activities. Educators are now beginning to develop more systematic curricular approaches for developing interprofessional competencies. We provide several examples. We conclude the report with discussion of key challenges to interprofessional competency development and acknowledge several limitations to the scope of the report. An appendix describes the goals of the IPEC group that prompted the development of this report, the panel’s charge, process and participants. Setting the Parameters Preliminary work to review previously identified interprofessional competencies and related frameworks, along with core background reading on competency development, preceded our face-to-face, initial meeting. Consensus working definitions of interprofessional education and interprofessional collaborative practice were agreed to at that meeting. The need to define the difference between teamwork and team-based care as different aspects of interprofessional collaborative practice, and agreement on competency definitions came later in our work. The definitions we chose for interprofessional education and interprofessional collaborative practice are broad, current, and consistent with language used widely in the international community. Teamwork and team-based care definitions distinguish between core processes and a form of interprofessional care delivery. Competency definitions are consistent with the charge given to the expert panel by the Interprofessional Education Collaborative.

Inter-professional Education Paper Assignment

Inter-professional Education Paper Assignment

Inter-professional Education Paper Assignment

Inter-professional Education Paper Assignment

Inter-professional Education Paper Assignment

Inter-professional Education Paper Assignment

©2011 American Association of Colleges of Nursing, American Association of Colleges of Osteopathic Medicine, American Association of Colleges of Pharmacy, American Dental Education Association, Association of American Medical Colleges, and Association of Schools of Public Health. May be reproduced and distributed according to the terms set forth in this document. 1 Core Competencies for Interprofessional Collaborative Practice Report of an Expert Panel Operational Definitions Interprofessional education: “When students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” (WHO, 2010) Interprofessional collaborative practice: “When multiple health workers from different professional backgrounds work together with patients, families, carers [sic], and communities to deliver the highest quality of care” (WHO, 2010) We agreed that the competency domains and specific competencies should remain general in nature and function as guidelines, allowing flexibility within the professions and at the institutional level. Faculty and administrators could access, share, and build on overall guidelines to strategize and develop a program of study for their profession or institution that is aligned with the general interprofessional competency statements but contextualized to individual professional, clinical, or institutional circumstances. We identified desired principles of the interprofessional competencies: u Patient/family centered (hereafter termed “patient centered”) u Community/population oriented u Relationship focused Interprofessional teamwork: The levels of cooperation, coordination and collaboration characterizing the relationships between professions in delivering patient-centered care u Process oriented u Linked to learning activities, educational strategies, and behavioral assessments that are developmentally appropriate for the learner u Able to be integrated across the learning continuum Interprofessional team-based care: Care delivered by intentionally created, usually relatively small work groups in health care, who are recognized by others as well as by themselves as having a collective identity and shared responsibility for a patient or group of patients, e.g., rapid response team, palliative care team, primary care team, operating room team u Sensitive to the systems context/applicable across practice settings u Applicable across professions u Stated in language common and meaningful across the professions u Outcome driven Professional competencies in health care: Integrated enactment of knowledge, skills, and values/attitudes that define the domains of work of a particular health profession applied in specific care contexts Interprofessional competencies in health care: Integrated enactment of knowledge, skills, and values/attitudes that define working together across the professions, with other health care workers, and with patients, along with families and communities, as appropriate to improve health outcomes in specific care contexts Interprofessional competency domain: A generally identified cluster of more specific interprofessional competencies that are conceptually linked, and serve as theoretical constructs (ten Cate & Scheele, 2007) ©2011 American Association of Colleges of Nursing, American Association of Colleges of Osteopathic Medicine, American Association of Colleges of Pharmacy, American Dental Education Association, Association of American Medical Colleges, and Association of Schools of Public Health. May be reproduced and distributed according to the terms set forth in this document. 2 Core Competencies for Interprofessional Collaborative Practice Report of an Expert Panel Why Interprofessional Competency Development Now? “ Why do we need to educate teams for the delivery of health care? Who should be educated to serve on health delivery teams? How should we educate students of health professions in order that they might work in teams (emphasis on classroom and basic behavioral and biological sciences curriculum)? How should we educate students and health professionals in order that they might work in teams (emphasis on clinical training)? What are the requirements for educating health professionals to practice in health care delivery teams? What are the obstacles to educating health professionals to practice in health care ” delivery teams? (IOM, 1972, pp. 1-2) Currently, the transformation of health professions education is attracting widespread interest. The transformation envisioned would enable opportunities for health professions students to engage in interactive learning with those outside their profession as a routine part of their education. The goal of this interprofessional learning is to prepare all health professions students for deliberatively working together with the common goal of building a safer and better patient-centered and community/population oriented U.S. health care system. Interest in promoting more team-based education for U.S. health professions is not new. At the first IOM Conference, “Interrelationships of Educational Programs for Health Professionals,” and in the related report “Educating for the Health Team” (IOM, 1972), 120 leaders from allied health, dentistry, medicine, nursing, and pharmacy considered key questions at the forefront of contemporary national discussions about interprofessional education. The move to encourage team-based education at that time grew out of several assumptions made by that IOM Committee: that there were serious questions about how to use the existing health workforce optimally and cost-effectively to meet patient, family, and community health care needs; that educational institutions had a responsibility not only to produce a healthcare workforce that was responsive to health care needs but also to ensure that they could practice to their full scope of expertise; that optimal use of the health professions workforce required a cooperative effort in the form of teams sharing common goals and incorporating the patient, family, and/or community as a member; that this cooperation would improve care; and that the existing educational system was not preparing health professionals for team work. Almost 40 years later, these issues are still compelling. The 1972 Conference Steering Committee recommendations were multilevel: organizational, administrative, instructional, and national. At the organizational and instructional levels, they cited the obligation of academic health centers to conduct interdisciplinary education and patient care; to develop methods to link that education with the “practical requirements” of health care; to use

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

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