JAOA/AACOM Medical Education  |   September 2019
Interprofessional Education: Collaboration and Learning in Action
Author Notes
  • From the Philadelphia College of Osteopathic Medicine in Pennsylvania. 
  • Financial Disclosures: None reported. 
  • Support: None reported. 
  •  *Address correspondence to Stephanie H. Felgoise, PhD, School of Professional & Applied Psychology, Department of Clinical Psychology, 4190 City Ave, Philadelphia, PA 19131-1610. Email: stephanief@pcom.edu
     
Article Information
Medical Education / Psychiatry / Curriculum
JAOA/AACOM Medical Education   |   September 2019
Interprofessional Education: Collaboration and Learning in Action
The Journal of the American Osteopathic Association, September 2019, Vol. 119, 612-619. doi:10.7556/jaoa.2019.109
The Journal of the American Osteopathic Association, September 2019, Vol. 119, 612-619. doi:10.7556/jaoa.2019.109
Abstract

Interprofessional education (IPE) is necessary to ensure that future health care professionals are prepared to provide holistic, patient-centered prevention programs, assessments, diagnoses, treatment plans, and chronic illness management in a collaborative manner. Accrediting bodies such as the Commission on Osteopathic College Accreditation and the American Psychological Association newly require programs to implement instruction and evaluate IPE core competency development in each year of their programs. The IPE core team at the Philadelphia College of Osteopathic Medicine has designed, implemented, and tested an IPE core course over the past 2 years that includes students in osteopathic medicine, clinical psychology, mental health counseling, and physician assistant programs. Throughout this process, the IPE core team has identified strengths, weaknesses, opportunities, and challenges. Cultural considerations, institutional resources, pedagogy for large interdisciplinary groups at different stages of training, and technology and assessment tools for student and course evaluation are all critical considerations.

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