Resources

http://www.ihi.org/Engage/Initiatives/TripleAim/Pages/default.aspx

• Institute for Healthcare Improvement (IHI) 2008 report.  
• Improve safety and quality
• Improve health of populations
• Reduce costs
• Updated in 2016 to include “attaining joy in work” or also referred to as caregiver wellness: https://www.ihi.org/insights/triple-aim-or-quadruple-aim-four-points-help-set-your-strategy

https://www.ipecollaborative.org/ipec-core-competencies

• Interprofessional Education Collaborative (IPEC) 2011 report by sponsor accrediting associations of health education programs
• Established the four key concepts that guide national IPE initiatives:
• Collaborative practices as supported by:
  • Values/Ethics for Interprofessional Practice
  • Roles/Responsibilities
  • Interprofessional Communication
  • Teams and Teamwork
• Updated in 2016 with clarification the domain and topics and better address the Triple Aim
• Version three was released in November 2023 building upon preceding versions and includes significant updates and improvements to the previous edition

https://www.nsf.gov/od/oia/additional_resources/interdisciplinary_research/

• “NSF also understands that the integration of research and education through interdisciplinary training prepares a workforce that undertakes scientific challenges in innovative ways. Thus, NSF gives high priority to promoting interdisciplinary research and supports it through a number of specific solicitations.”
• Cites the National Academies’ 2005 report definition, in next pane.

https://www.nap.edu/read/11153/chapter/4

• The 2005 report, cited by NSF in previous pane, providing the industry definition for Interdisciplinary research (IDR):

"Interdisciplinary research is a mode of research by teams or individuals that integrates information, data, techniques, tools, perspectives, concepts, and/or theories from two or more disciplines or bodies of specialized knowledge to advance fundamental understanding or to solve problems whose solutions are beyond the scope of a single discipline or area of research practice."

https://www.nap.edu/read/21726/chapter/1

• National Academies of Sciences Engineering Medicine (National Academies Press-NAP) 2015 Report
• “In 2013, the Institute of Medicine’s (IOM) Global Forum on Innovation in Health Professional Education held two workshops on IPE. At these workshops, a number of questions were raised, the most important of which was “What data and metrics are needed to evaluate the impact of IPE on individual, population, and system outcomes?” 
• Follow-up to previous IOM reports since 1972, including:
  • Institute of Medicine.  2000.  To Err is Human: Building a Safer Health System.  Washington, DC: The National Academies Press.  https://dx.doi.org/10.17226/9728
  • Institute of Medicine.  2001.  Crossing the Quality Chasm: A New Health System for the 21st Century.  Washington, DC: The National Academies Press. https://doi.org/10.17226/10027
  • Institute of Medicine.  2003.  Health Professions Education: A Bridge to Quality.  Washington, DC: The National Academies Press. https://doi.org/10.17226/10681
  • Institute of Medicine.  2015.  Building Health Workforce Capacity Through Community-Based Health Professional Education: Workshop Summary.   Washington, DC: The National Academies Press.  https://doi.org/10.17226/18973

https://www.nap.edu/catalog/23636/exploring-the-role-of-accreditation-in-enhancing-quality-and-innovation-in-health-professions-education

• National Academies of Sciences Engineering Medicine (National Academies Press-NAP) 2017 Workshop Proceedings
• Challenges interprofessional education to consider continuing education and focus on life in practice.

https://www.cancer.gov/about-nci/organization/crs/research-initiatives/team-science-field-guide/collaboration-team-science-guide.pdf

• National Cancer Institute at the National Institutes of Health (NIH) 2010 providing institutions guidance regarding shifting research cultures.
• Updated second edition in 2018
• Great resource as the definition of healthcare team and focus on team science evolves.  
• Provides “Top Ten Take Aways” for teams including: 1) Trust, 2) Vision, 3) Self-Awareness and Emotional Intelligence, 4) Leadership, 5) Mentoring, 6) Team Evolution and Dynamics, 7) Communication, 8) Recognition and Sharing Success, 9) Conflict and Disagreement, and 10) Navigating and Leveraging Networks and Systems. 

https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practice

• World Health Organization (WHO) 2010 publication on “innovative strategies . . . to bolster the global health workforce.”
• Provides commonly cited definition of interprofessional education as: 

“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. Once students understand how to work interprofessionally, they are ready to enter the workplace as a member of the collaborative practice team. This is a key step in moving health systems from fragmentation to a position of strength.” 

• Bridges DR, Davidson RA, Odegard PS, Maki IV, Tomkowiak J. Interprofessional collaboration: three best practice models of interprofessional education.  Medical Education Online. 2011;16:10.3402/meo.v16i0.6035. doi:10.3402/meo.v16i0.6035.
• Drenkard K.  2017. Theory Burst #4: Evaluation Quality Improvement & Patient Safety Learners & Programs [PowerPoint Slides].
• Dwyer-Lindgren L, Bertozzi-Villa A, Stubbs RW, Morozoff C, Mackenbach JP, van Lenthe FJ, Mokdad AH, Murray CJL. Inequalities in Life Expectancy Among US Counties, 1980 to 2014 Temporal Trends and Key Drivers . JAMA Intern Med. 2017;177(7):1003-1011. doi:10.1001/jamainternmed.2017.0918
• Englander R, Cameron T, Ballard AJ, Dodge J, Bull J, Aschenbrener CA.  2013.  Toward a common taxonomy of competency domains for the health professions and competencies for physicians. Academic Medicine. 88: 1088–1094.
• Institute of Medicine.  2000.  To Err is Human: Building a Safer Health System.  Washington, DC: The National Academies Press.  https://dx.doi.org/10.17226/9728
• Institute of Medicine.  2001.  Crossing the Quality Chasm: A New Health System for the 21st Century.  Washington, DC: The National Academies Press. https://doi.org/10.17226/10027.
• Institute of Medicine.  2003.  Health Professions Education: A Bridge to Quality.  Washington, DC: The National Academies Press. https://doi.org/10.17226/10681.
• Institute of Medicine.  2015.  Building Health Workforce Capacity Through Community-Based Health Professional Education: Workshop Summary.   Washington, DC: The National Academies Press.  https://doi.org/10.17226/18973.
• Institute of Medicine.  2015.  Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes.  Washington, DC: The National Academies Press. https://doi.org/10.17226/21726.
• Interprofessional Education Collaborative Expert Panel. 2011. Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, DC: IPEC.
• Interprofessional Education Collaborative Expert Panel. 2016. Core Competencies for Interprofessional Collaborative Practice: 2016 Update. Washington, DC: IPEC.
• Sargeant, J., Hill, T., & Breau, L. 2010.  Development and testing of a scale to assess interprofessional education (IPE) facilitation skills. J Continuing Educ in the Health Professions.  30(2):  126-131.  
• World Health Organization.  2010.  Framework for Action on Interprofessional Education & Collaborative Practice.   Geneva: World Health Organization.  Accessed at:  http://whqlibdoc.who.int/hq/2010/WHO_NRH_HPN_10.3_eng.pdf.