Congratulations to our
2018 Award for Institutional Excellence and Innovation in Interprofessional Education and Collaborative Health Care Recipients

First Place:

Texas Tech University Health Sciences Center (Lubbock, Texas)
Interprofessional practice and education (IPE) is a powerful tool to establish links between the education system and the health care delivery system. As a leader in health care education, Texas Tech University Health Sciences Center’s (TTUHSC) overarching goal for IPE is to inspire and transform future healthcare professionals through collaborative learning of interprofessional methods in student education, faculty development, and preceptor training. Classroom instruction alone is not enough is to prepare all learners for deliberately and collaboratively working together to reach the goal of high quality patient-centered care. To this end, we implemented an institutional IPE Core Curriculum. The IPE Core Curriculum is composed of two components including successful completion of a non-credit online course and successful participation in at least one registered IPE learning activity. Additionally, multiple academic programs require that students participate in more than one registered activity based on accreditation and curricular standards. Currently, TTUHSC has 59 registered IPE learning activities, which are offered across schools and campuses, including distance education environments. The number and diversity of registered IPE learning experiences ensure that our learners will be able to work effectively in teams, as we educate them in learning environments where the model is interprofessional collaborative care.

Programs of Merit:

University of Arkansas for Medical Sciences (Little Rock, Arkansas)
Interprofessional Education (IPE) at University of Arkansas for Medical Sciences (UAMS) prepares future healthcare professionals and researchers from all five colleges (medicine, pharmacy, nursing, health professions, public health) and graduate school to work more collaboratively and efficiently in order to meet the triple aim by improving the patient care experience, improving the health of those we serve, and to discover how to reduce the cost of care. In 2012, UAMS established an Office of IPE that provides an infrastructure that expands and supports IPE throughout UAMS. Utilizing a five pillar approach (Student Curriculum; Faculty Development; Collaborative Practice; Research/Scholarship; and Philanthropy), a strategic goal framework supports a horizontal organizational structure that bridges across education, the integrated clinical enterprise, and our research enterprise. Each pillar is supported by a faculty team. The Curriculum pillar team is the largest IPE pillar team with seven working subgroups and an intercollegiate council. The curriculum framework consists of three phases (Exposure; Immersion; Competence) with seven core activities leading to relevant learning elements for interprofessional groups of students at novice, intermediate, and advanced levels. All three phases are completed through approximately 30 total contact hours and have been approved as a graduation requirement for all UAMS students.

Pacific University (Hillsboro, Oregon)
Over the last decade the Pacific University Colleges of Health Professions (CHP), Optometry and Education have developed and implemented university-wide interprofessional education (IPE). Embracing interprofessional education and practice as a university community has guided curricular development and enhancement; moving from individual courses and clinical opportunities to comprehensive, portfolio-based IPE curriculum designed to allow students to tailor their IPE objectives to suit their professional interests. All students in CHP programs begin with a required foundational course series based on the Interprofessional Education Collaborative (IPEC) competencies.  Students in the Colleges of Optometry and Education may enroll in the foundational course series as an elective.  The remainder of each student’s IPE portfolio is built from a comprehensive suite of activities including elective courses, service learning, and interprofessional practice immersion opportunities. Through these experiences, students develop the interprofessional competencies and skills necessary to practice in a changing healthcare environment. In the culmination of their IPE portfolio, students may apply for the Concentration in Interprofessional Education, which is the formal recognition of their knowledge and skills in IPE.  The Concentration is documented on their transcript as a specialization.  We believe these initiatives are inclusive and comprehensive in scope in the preparation of collaboration-ready health professionals.

Virginia Commonwealth University (Richmond, Virginia)
The Center for Interprofessional Education and Collaborative Care at Virginia Commonwealth University engages over 2000 students and 100 faculty each year in interprofessional activities. Seeking to provide developmentally appropriate training to health professions students across a comprehensive health science campus, programs under the Center range from for-credit, classroom-based courses for early learners to community- and practice-based clinical experiences for more advanced learners. Professionally diverse faculty develop and teach in each program and seek to integrate concepts of ideal interprofessional collaboration with the challenges of delivering care in the modern healthcare environment. Faculty and students are also active scholars of interprofessional education and practice. They publish dozens of manuscripts and abstracts each year and present in a number of national and international forums as well as at the Center-supported annual Emswiller Interprofessional Symposium. Just this year, Center Director Alan Dow published the first foundational textbook for interprofessional education, The Handbook of Interprofessional Practice: A Guide for Interprofessional Education and Collaborative Care. Through careful evaluation of programs, they seek to continuously improve their programs and add to the broader literature of interprofessional collaboration. Most importantly, they strive to identify how these efforts benefit patients and the broader community they serve.