Interprofessional Faculty Development Opportunities

OIPC/CTL Workshop Series - Interprofessional Teams in Healthcare

The UAB Office of Interprofessional Curriculum (OIPC) has teamed up with the UAB Center for Teaching and Learning to offer training for educators in the growing field of Interprofessional Education (IPE). This series has been developed to aid faculty in adding Interprofessional content to their courses. Non-health-related faculty will also find the information and tools useful to integrate into any interprofessional activity.

Interprofessional education and collaborative practice continue to gain momentum in healthcare. Educators and accreditors are now focusing on how IPE can achieve the “Quadruple Aim” of improving; Population Health, Patient Experience, Per Capita Costs, and Provider Work Life. Participants will learn what constitutes IPE at UAB, how to incorporate IPE in their activities, and what resources are available.

1 Nursing CEU and 1 Social Work CEU is available for each CTL Workshop:  
 
The UAB School of Nursing is an approved provider of continuing nursing education by the Alabama Board of Nursing (Provider No: 1567, Expiration date: 3/25/2027).  
UAB Department of Social Work is an approved provider of Continuing Education.

Click here for the descriptions of Center for Teaching and Learning (CTL)/OIPC Workshops.

Schedule of Workshops (all start at noon and finish at 1:15 pm)   

Spring 2025 Semester Schedule 

Workshops coming soon

In 2025 CTL and OIPC will begin offering an Advanced Level IP Teams in Healthcare Teaching Certificate. Watch this space for more information.

Register for the workshops here   

Get Certified

Requirements for the CTL Interprofessional Teams in Healthcare Certificate (Level I)

The Center for Teaching and Learning partners with the Office of Interprofessional Curriculum to offer the CTL Interprofessional Teams in Healthcare Certificate.

To qualify for the CTL Interprofessional Teams in Healthcare Certificate, participants must complete a total of 100,000 points with at least 70,000 points earned in the CTL’s Interprofessional Teams in Healthcare workshop series and 30,000 additional points from any other CTL series.

Each workshop or homework can only be used once towards the achievement of a specific certification.
For additional details on the CTL Interprofessional Teams in Healthcare Certificate, contact the UAB Center for Teaching and Learning or the Office of Interprofessional Curriculum.

For additional details on the CTL Teaching Certifications go to: https://www.uab.edu/faculty/ctl/programs

IPLUS - Interprofessional Leadership and US

This program is designed to introduce participants to innovative interprofessional teaching methods, including distance activities developed to support virtual teamwork during the COVID-19 crisis.  Learners will build expertise as a change agents to advance interprofessional education in their teaching activities. They will gain knowledge, skills and strategies for facilitating and coaching faculty or IPE teams, and learn how to leverage coaching and resources for educational project design and scholarship development.

Join a community of scholars striving to advance IPE across UAB and access a national network of peers and leaders. Check with OIPC for the next scheduled class.

CIPES Faculty Interprofessional Leadership Fellows

The University of Alabama at Birmingham Faculty Interprofessional Leadership (IPL) Fellows program is designed to develop faculty members’ interprofessional education (IPE) and leadership capacity. IPL Fellows will learn from and work with academic and practice leaders within the university as well as across the nation. As an interprofessional team, fellows will also design and execute a project to advance IPE efforts at UAB.

The sixth cohort of IPL Fellows will begin their 12-month program in August 2023.

Become a Small Group Facilitator for OIPC Activities

Advancing the field of Interprofessional Education and Practice cannot be achieved without trained facilitators who can guide learners through their activities.  OIPC provides guidance and training to help you become an effective small group trainer.  
If you would like to become a small group facilitator for IPE activities please contact OIPC (oipc@uab.edu).

Become a Small Group Facilitator for Interprofessional Team Training (IPTT)

Faculty can recieve training to become a Small Group Facilitator for our IPTT courses.  Each Interprofessional small group consists of 16 - 20 learners from up to 10 professions.  Two facilitators guide the learners through a case to develop a care plan for the individual patient and/or their family.  Each live is conducted via Zoom  and last about 90 minutes 

The training process is three stage. 1, Watch the video below. 2, Attend a 30 minute conference to discuss any questions that arise from the video and, 3, sit in/understudy one or two live small group sessions. For more information contact OIPC (oipc@uab.edu).

IPTT Facilitator Training Video

University of Washington (UW) Center for Health Sciences Interprofessional Education Research & Practice: Faculty Development IPE Training Toolkit

The link below is to the faculty development toolkit for IPE developed at the University of Washington. Other toolkits and training materials are available on this site as well.

UW - Faculty Development IPE Training Toolkit

Curriculum Development Materials

Linked below are several resources to help teachers add interprofessional activities to their curricula.  

Click here for the brochure of current OIPC courses and activities   

Health Care Who-Does-It?

When it comes to the roles and responsibilities of various members of the healthcare community, there is a gap in the knowledge amongst learners, healthcare professionals and the public.
This podcast is a solution. It aims to explore and discuss the unique and common roles of various healthcare professionals as well as the misconceptions.
Episode 1 : Nurse Practitioner & Physician Assistant 

Episode 2 : Physical Therapist (PT) & Occupational Therapist (OT)

Episode 3: Social Worker: Master & Independent Clinician

Episode 4: Psychologist & Psychiatrist

Episode 5: Geneticist & Genetic Counselor  

Click here for the RSS link

Breaking the Ice

OIPC often starts IP activities by having each person give a 30-second “elevator speech” telling the other participants of the roles and myths of their profession.

Examples of how they can develop an elevator speech can be found:
               On Mind Tools
               On YouTube 

Team Building and Leadership Games

Games can be used to practice team building and develop leadership skills. 

OIPC has several sets of game sets that can be checked out for use in your teaching.

Click here for a list of games available

Scopes of Practice

Sometimes you may need to bring in the perspectives of other professions. There is often overlap between different healthcare professions scope of practice.  Several of our faculty have produced short videos describing their roles. See "Professional Elevator Speeches" page in the IP Toolkit.

Online Modules

Several institutions have developed online modules covering a variety of Interprofessional subject areas. 

Why Work in Teams?

CUNY - 4 modules covering the IPEC Core Competencies (Values & Ethics, Roles & Responsibilities, Teams & Teamwork, Communications)

Carl in the Nexus: 
Carl is an elderly man who with the chronic conditions of diabetes, heart disease, and emphysema. He lives alone in a single-room-occupancy unit in a large city, but struggles with everyday tasks, including taking his medication properly. As a result, his health is poor and he frequently goes to the emergency room for help.

The story explains Carl’s situation and how his ‘care and learning team’ of students, community members, and practitioners interact with him to ensure that he takes better care of himself and stays out of the emergency room.

University of Washington - Team Communication Challenges

Video 1            Video 2            Video 3

Resources that show the significance of Interprofessional teams

Interprofessional Teamwork in the aftermath of the Savannah Sugar Plant Explosion (12.5 minutes)

Interesting TED Talks

Healthcare Should be a Team Sport - Eric Dishman

Association for Prevention Teaching and Research (APTR) Curriculum Development Guide

The link below is to the APTR website, from which the curriculum development guide is available for download. The focus of the guide is on the design and implementation of interprofessional learning activities, with an emphasis on disease prevention and population health. These activities are linked to the U.S. national health goals and objectives outlined in Healthy People 2020. 

Curriculum Development Guide for Health Professions Faculty - Advancing Interprofessional Clinical Prevention and Population Health Education

Source: Association for Prevention Teaching and Research, Healthy People Curriculum Task Force (Susan M. Meyer, PhD., Daid R. Garr, MD., and Clyde Evans, PhD)

University of New England (UNE) Clinical Interprofessional Curriculum (CIPC)

The link below is to the UNE CIPC website. The focus is on learning activities for graduate level health professions students in primary care clinical settings.  The learning activities are based on the National Committee for Quality Assurance (NCQA) Patient-Centered Medical Home (PCMH) Recognition Standards.

UNE Clinical Interprofessional Curriculum (CIPC)  

Evaluating Your IPE Offering

There are many options for evaluating your IPE Activities. The National (NEXUS) Center has many resources available on their Assessment & Evaluation pages. 

Currently OIPC is using the "ICCAS" instrument for our activities.  This was developed by McDonald et al. It uses a "post/pre" format that reduces the learners overestimating their IP competencies before undertaking an activity.

Social Determinants of Health/Healthy People 2030

Social determinants of health are conditions in the environments in which people are born, live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks. Conditions (e.g., social, economic, and physical) in these various environments and settings (e.g., school, church, workplace, and neighborhood) have been referred to as “place.” In addition to the more material attributes of “place,” the patterns of social engagement and sense of security and well-being are also affected by where people live. Resources that enhance quality of life can have a significant influence on population health outcomes. Examples of these resources include safe and affordable housing, access to education, public safety, availability of healthy foods, local emergency/health services, and environments free of life-threatening toxins.

Healthypeople.gov - full article

The Neighborhood Atlas - Free Social Determinants of Health Data for All!

At NIA, we know that achieving and maintaining good health is about more than biology. The neighborhoods where we live, work, play, worship and grow older play significant roles. Studying neighborhoods and their residents is a key step to advancing real-world health equities. The catch has been that gathering, sharing and accessing socioeconomic metrics about a particular neighborhood has proved difficult for researchers across many fields, including NIH-supported scientists who study aging. Until now!NIA, in partnership with the National Institute on Minority Health and Health Disparities (NIMHD) at the NIH, has funded a new publicly available tool that makes such metrics more accessible to all: The Neighborhood Atlas. 

Read the full blog post.

 Robin Barr, Director, Division of Extramural Activities (DEA), Nation Institute on Aging.

Access the Atlas Here

Nexus Innovations Network

The National Center Nexus  is part of the National Center for Interprofessional Practice and Education (NCIPE) at the University of Minnesota. The goal of the Nexus is to bridge the current gap between "health professions education and healthcare delivery in the United States." 

Click here for a list of Nexus projects as of 2016

NEXUS Members

Alabama - UAB
Arizona - Arizona State University
Colorado - University of Colorado
Illinois - Loyola
Indiana - Southern Indiana University
Kansas - Kansas University Medical Center
Kentucky - University of Kentucky
Maine - University of New England
Michigan - Grand Valley State University
Minnesota - University of Minnesota
Missouri - Saint Louis University
New York - University of Rochester
Oregon - Oregon Health & Science University
Pennsylvania - Thomas Jefferson University
Pennsylvania - University of Pittsburgh
South Carolina - Medical University of South Carolina
South Dakota - University of South Dakota
Tennessee - East Tennessee State University
Texas - Texas Tech University

Other North American Institutions with Interprofessional Education Programs

Case Western University
Johns Hopkins University
University of California, San Francisco
University of Michigan
University of Texas at Austin
University of Virginia
University of Washington
Virginia Commonwealth University
University of Manitoba - OIPC
University of Toronto

Core Competencies

The Interprofessional Education Collaborative. (2023). IPEC Core Competencies for Interprofessional Collaborative Practice: Version 3. Washington, DC: Interprofessional Education Collaborative. Click here for the IPEC Core Competencies website
In the updated document four sub-competency areas/topics are grouped under an overarching domain of Interprofessional Collaboration. The four topics are:

1. Values and Ethics
2. Roles and Responsibilities
3. Interprofessional Communication
4. Teams and Teamwork

IPEC was formed in 2009 as a collaboration between 6 national health profession's associations. The disciplines represented included; dentistry, nursing, medicine, osteopathic medicine, pharmacy, and public health. An expert panel was convened, with members from each of these disciplines. This panel created the original set of core competencies, along with implementation recommendations. This set of competencies was published in 2011 and has been widely disseminated since then.

Source: Interprofessional Education Collaborative. (2016), Core competencies for interprofessional collaborative practice; 2016 update. Washington, DC; Interprofessional Education Collaborative. (IPEC Home Page)

 

Funding for Interprofessional Education

Health Resources and Services Administration

HRSA provides grants supporting health professions education including; medicine, nursing, public health, oral health, and geriatrics in the US, especially in medically underserved areas. 

HRSA Health Workforce Grants

The Josiah Macy Jr. Foundation

Grants supporting Interprofessional Education and Teamwork
These grants are provided to support development and implementation of interprofessional education. 


Grants supporting Faculty Career Development in Health Professions Education
The Macy Scholars program is open to candidates who are "doctorally prepared faculty members who have more than five years in a United States accredited nursing school, allopathic medical school, or osteopathic medical school."

National League for Nursing

The NLN provides funds for Nursing Education Research Grants (up to $25,000)
Click here for a list of current funding opportunities

IPE Scholarship

1. Publications to which we have submitted manuscripts

Journal of Interprofessional Care

The Journal of Interprofessional Care   (JIC) is published 6-times a year. Journal content focuses on new developments and research on interprofessional education and practice. Impact Factor 2.205 (2016)

Journal of Interprofessional Education and Practice

The Journal of Interprofessional Education & Practice (JIPEP) is an online-only, peer-reviewed journal, published quarterly. Journal content focuses on interprofessional healthcare topics. JIPEP is the  official journal of the National Academies of Practice (NAP). Impact Factor 0.73 (2018)

Advances in Social Work

Advances in Social Work (Adv Soc Work) is a peer reviewed journal published 3-times a year (January, June, September) by the Indiana University School of Social Work. Impact Factor - Not rated

Nurse Education in Practice

Nurse Education in Practice (JNEP) enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments, that is both in the University/faculty and clinical settings. It is supportive of new authors and is at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice. Impact Factor 1.614 (2019)

MedEdPORTAL

MedEdPORTAL is a MEDLINE-indexed, open-access journal of teaching and learning resources in the health professions published by the Association of American Medical Colleges (AAMC), in partnership with the American Dental Education Association. MedEdPORTAL publications are stand-alone, complete teaching or learning modules that have been implemented and evaluated with medical or dental trainees or practitioners. Impact Factor - Decided not to pursue a rating

Medical Teacher

Medical Teacher is the journal of AMEE, an international association for all involved with medical and healthcare professions education. Medical Teacher addresses the needs of teachers and administrators throughout the world involved in training for the health professions. Impact Factor 2.610 (2020)

Patient Experience Journal

Patient Experience Journal (PXJ) is a peer reviewed, open-access journal published in association with the Beryl Institute, it is read in over 200 countries and territories.  This journal disseminates rigorous knowledge and aims to expand the global conversation on evidence and innovation on patient experience.

2. Other Publications that accept Interprofessional manuscripts

Focus on Health Professional Education - A Multi-Professional Journal (FoHPE) 
Journal of Research in Interprofessional Practice and Education (JRIPE) 
Health, Interprofessional Practice and Education (HIPE)
Journal of the American Medical Association (JAMA)
Journal of Evaluation in Clinical Practice
Journal of Healthcare Communication
BMC Medical Education
BMC Nursing
Journal of Nursing Scholarship
Journal of Continuing Education in Nursing
Journal for Nurses in Professional Development (JNPD)
Journal of Clinical Nursing
Journal of Nursing Management
Nursing and Health Sciences
Journal of the American Association of Nurse Practitioners (JAANP)
Academic Medicine: Journal of the Association of American Medical Colleges
Journal of Continuing Education in the Health Professions (JCEHP)
Academic Emergency Medicine (AME)
Health Care Management Review
The Journal for Healthcare Quality (JHQ)
Global Journal on Quality and Safety in Healthcare
Education for Health (EfH)
Journal of Occupational Health Psychology
Education in Medicine Journal (EIMJ)
Journal of Social Work Education
Journal of Palliative Medicine
Annals of Family Medicine
Journal of Education for Social Work
Journal of Teaching in Social Work
Journal of Patient Safety
BMC Family Practice
Journal of Dental Education
Learning in Health and Social Care
Journal of Investigative Medicine
Journal of Community and Public Health Nursing
Journal of Community Medicine and Health Education
The Clinical Teacher
Health Education Journal
Journal of the American Geriatrics Society
Journal of Medical Education and Curriculum Development
Perspectives on Medical Education
The Journal of Graduate Medical Education
Teaching and Learning in Medicine

Design Thinking

Design Thinking is used in the Solution Studios™ Program. (Solution Studios is one of the interprofessional education programs at UAB.) This page provides a brief overview of the Design Thinking Process and links to more information. 

The Design Thinking Process

The Design Thinking Process was developed by the Design School at Stanford University (d.school). The process begins by defining a problem and then continues with a cyclical process of creating and testing solutions to that problem. There are 5 steps in the Design Thinking process:

The d. school has developed a collection of materials for persons new to Design Thinking. Several of these resources are linked below. These selected resources provide an overview of the key concepts of the process and some examples of how to implement this approach within the content of a course. 

Note: These d. school resources can be shared. They ask that such sharing adhere to the Creative Commons license (attribution, non-commercial use). 

 Get Started with Design Thinking

The Bootcamp Bootleg

On Line Crash Course

Source: Design School at Stanford University (d. school). For comments, questions etc., contact:bootleg@dschool.stanford.edu

Recommended Reading List

The following is a list of readings that OIPC recommends as a starting point for your journey into Interprofessional Education.

Curriculum Development: IPE and Clinical Practice

Lutfiyya, M. N., Brandt, B. F., & Cerra, F. (2016) Reflections from the intersection of health professions education and clinical practice: The state of the science of interprofessional education and collaborative practice. Academic Medicine, 91(6),766-71. doi: 10.1097/ACM.0000000000001139

Curriculum and Simulation: Are They Related?

Faculty and curriculum developers are responsible for designing curricula that accurately reflect what students will face in actual nursing practice. But what about integrating simulation into day-to-day and long-term teaching? How does implementing simulation into curricula enhance the program and ultimately student learning?
The paper explains how simulation requires a strategic developmental approach and stresses the importance of effective program evaluation and assessment.

Sim Beyond the Sim Lab

New interactive tools and technologies are bringing about innovation in nursing education – which enables students to think critically, apply knowledge in a big-picture lens, and prepare them for success in their professional practice. Whether using visual storyboards, gaming technology, virtual concept mapping, or virtual simulation mapping – interactive tools are being employed by nursing institutions to align outcomes with their teaching process. Sim Beyond the Sim Lab builds on the Debriefing Across the Curriculum paper and examines how new strategies foster active learning and how faculty and administrators can actively engage learners.

Faculty Development

Hall, L. W. & Zierler, B. K. (2015). Interprofessional Education and Practice Guide No. 1: Developing faculty to effectively facilitate interprofessional education. Journal of Interprofessional Care, 29(1), 3-7. doi: 10.3109/13561820.2014.937483

IPE Program Development

The resources below are provided as examples of IPE program development at other academic institutions.

Lap Ki Chan, etal "Implementation of an interprofessional team-based learning program involving seven undergraduate health and social care programs from two universities, and students’ evaluation of their readiness for interprofessional learning
BMC Medical Education BMC series – open, inclusive and trusted201717:221 Click Here for the Article


Blue, A. V., Mitcham, M., Smith, T., Raymond, J., & Greenberg, R. (2010).  Changing the future of health professions: Embedding interprofessional education within an academic health center. Academic Medicine, 85, 1290-95. doi: 10.1097/ACM.0b013e3181e53e07


Brashers, V., Owen, J., & Haizlip, J. (2015). Interprofessional education and practice guide No. 2: Developing and implementing a center for interprofessional education. Journal of Interprofessional Care, 29(2), 95-99. doi:10.3109/13561820.2014.962130

Program Evaluation

Reeves, S., Boet, S., Zierler, B., & Kitto, S. (2015). Interprofessional Education and Practice Guide No. 3: Evaluating interprofessional education. Journal of Interprofessional Care 29(4), 305-12. doi: 10.3109/13561820.2014.1003637

Oates, M. & Davidson, M. (2015). A critical appraisal of instruments to measure outcomes of interprofessional education. Medical Education, 49, 386-398. doi:10.1111/medu.12681. 

Additional Resources

Avoiding One and Done: A Practical Model for Sustaining IPE Programs

Dr. Teri Kennedy of the Arizona State University presented a webinar of her Model of Sustainability. Includes practical advice and checklists to help program and curriculum designers include factors that will ensure longevity as planning and implementation take place. Click here for the slide set


The National Center for Interprofessional Practice and Education (NCIPE)

The NCIPE has compiled a library of assessment tools that can be used to assess individuals, groups, teams, practice environments, and organizations in areas related to interprofessional education (IPE) and to evaluate the impact of IPE programs and collaborative practices.

The Role of Accreditation in Achieving the Quadruple Aim

Interprofessional education (IPE) and collaborative practice continue to gain momentum within the health sector. Recently, accreditors from multiple health professions have joined together to discuss their role and to set continuing education standards for IPE and guidance for interprofessional foundational education.

TeamSTEPPS

TeamSTEPPS® is a framework developed jointly by the Department of Defense (DoD) and the Agency for Healthcare Research and Quality (AHRQ) to improve institutional team-based collaboration and communication relating to patient safety. The links below provide an introduction to the key components of the TeamSTEPPS framework, including communication strategies. More detailed information is available on the AHRQ website. 

Overview of TeamSTEPPS

Essentials Course - Introduction

Essentials Course - Classroom Slides (PDF)

Pocket Guide (PDF)

Example videos showing implementation of TeamSTEPPS Strategies

TeamSTEPPS National Implementation Research/Evidence Base

TeamSTEPPS Evidence Base - Communication


Source: Agency for Healthcare Research and Quality  TeamSTEPPS 2.0

IP Organizations

National Organizations

• Interprofessional Education Collaborative
• The National Center for Interprofessional Practice and Education
• American Interprofessional Health Collaborative
• Coordinating Center for Interprofessional Education and Practice (HRSA) 

Regional Organizations

• AAMC Southern Group on Educational Affairs 

International Organizations

• Canadian Interprofessional Health Collaborative
• Center For The Advancement of Interprofessional Education
• WHO's Framework for Action on Interprofessional Education and Collaborative Practice

Elevator Speeches

OIPC often begins IP group activities by having learners give a 30-second elevator speech to introduce themselves and describe the roles and myths of their profession.

Resources to help them develop their elevator speech can be found at: MindTools and on YouTube.

Professional Elevator Speeches

Several of our faculty have produced elevator speeches describing their profession and scope of practice:

Dentist


Registered Dietitian Nutritionist


Medical Laboratory Scientist


Occupational Therapist


Nurse Practitioner - Family


Nurse Practitioner - Pediatric


Social Worker