INTERPROFESSIONAL EDUCATION AND COLLABORATIVE...

INTERPROFESSIONAL EDUCATION ANDCOLLABORATIVE PRACTICE AT UIC

Adding a New Dimension to Health Professions Education & Practice

Adding a New Dimension to Health Professions Education & Practice

TABLE OF CONTENTS

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Report I. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

A. Interprofessional Education (IPE) at UIC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

B. Related UIC Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

II. The Strategic Planning Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

A. SWOT and PEST Analyses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

i. The SWOT Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

ii. The PEST Scan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

B. Interviews with Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

C. Existing IPE Experiences at UIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

D. The IPE Strategic Planning Logic Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

E. Development of a Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

III. Conclusion and Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Figures 1. Preparation of a Collaboration Ready Workforce . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

2. IPEC Core Competencies for Interprofessional Collaborative Practice (ICP), Domains 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

3. IPEC Core Competencies for Interprofessional Collaborative Practice, Domains 3 & 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

4. Vision of the National Center for Interprofessional Practice and Education (NCIPE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

5. Interprofessional Education for Collaborative Patient-Centred Practice . . . . . . 9

6. Charge to the UIC IPE Task Force. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

7. IPE Stakeholder Map. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

8. SWOT Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

9. PEST Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

10. IPE Strategic Planning Logic Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

11. Fundamental Concepts for IPE and ICP at UIC . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

12. UIC’s Health Sciences Colleges and Campuses . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Appendices I. Accreditation Standards

II. UIC Health Professions Education Participating Program Enrollment

III. Members of Collaborative for Excellence in Interprofessional Education (CEIPE)

IV. Selected UIC Interprofessional Education Scholarship

V. Members of IPE Strategic Planning Task Force

VI. PEST Environmental Scan

VII. UIC IPE Learning Experiences

VIII. Curriculum Development Process

1Interprofessional Education and Collaborative Practice at UIC

Since 2007 the Collaborative for Excellence inInterprofessional Education (CEIPE), a groupof faculty from all seven University of Illinoisat Chicago (UIC) health science collegesrepresenting all UIC campuses, has beenactively working to prepare UIC healthprofessions students for collaborativepractice. This grassroots faculty group hasheld annual immersion days that have grownto include health professions students from11 different programs and has madesignificant progress in developinginterprofessional education (IPE) experiencesin individual courses and establishing acampus-wide community of facultycommitted to IPE. However, in order toinstitutionalize IPE at UIC a comprehensivestrategic plan is needed.

A comprehensive IPE program at UIC has thepotential for significant impact in healthprofessions education and health caredelivery. The wide range of health professionseducation programs across all UICcampuses—which is unique in the Midwestregion and rare across the country—and thesize and diversity of populations served bbyUniversity of Illinois Hospital & Health ScienceSystem (UI Health) present an unusually richenvironment for interprofessional educationand practice. In addition to the healthprofessionals providing service in UIC'sclinical enterprise, trainees in the College ofMedicine's Graduate Medical EducationPrograms and health professionals across thestate can potentially benefit from UIC offeringcontinuing professional development ininterprofessional collaborative practice. Theuniversity’s relationships with clinical andcommunity partners add to UIC’s educationalreach and create the opportunity to positivelyimpact population health. UIC includes bothurban and rural environments for patient-caretraining and services and places a priority onhealth care disparities and population healthin training and research. Taken as a whole,these factors create the incentive andopportunity for UIC to get IPE right. Aprominent IPE curriculum and research effortcan help attract top students and faculty to theuniversity and will serve as a national modelfor other universities. Finally, as a research-intensive university, UIC is in an excellentposition to evaluate the impact ofinterprofessional education and

interprofessional collaborative practice acrossmultiple educational and practiceenvironments.

The overarching educational purpose inestablishing a full IPE curriculum is toproduce graduates who understand thecritical relationship between teamwork andcollaborative, patient-centered care, and whowill contribute to the achievement of theInstitute for Healthcare Improvement's TripleAim: improving the patient experience ofcare, improving the health of populations,and reducing the per capita cost of healthcare. To achieve this, the following challengesmust be addressed:

• UIC’s decentralized governance and budgetmodels make it difficult to coordinate aprogram that requires the health sciencecolleges, the health care delivery systemand all six campuses.

• Current methods of assessing workload andrewarding performance do not provideincentives for faculty members to be activeparticipants in a campus-wide IPEcurriculum.

• The state’s economic environment createsuncertainty about funding for thedevelopment and implementation of anIPE curriculum at UIC.

EXECUTIVE SUMMARY

Adding a New Dimension to Health Professions Education & Practice2

A well designed organizational structure isnecessary to proceed with the steps identifiedin this report. In addition, curriculumdevelopment, faculty development, thecreation of a comprehensive evaluation plan,and the integration of IPE into the orientationand training of staff at UI Health will beessential elements of a successful IPEprogram.

TASK FORCE RECOMMENDATIONS

The Task Force recommends the followingactions to create a successful organizationalstructure for IPE at UIC:

1.Establish a central home for IPE withappropriate financial resources.

2.Create a UIC campus-level position toprovide leadership for the IPE program acrossthe UIC campuses to implement the strategicplan, along with regionally distributed sharedleadership and appropriate infrastructure ateach UIC campus.

3.Formally recognize the Collaborative forExcellence in Interprofessional Education(CEIPE) as the Steering Committee for IPEacross UIC campuses.

4.Establish a subcommittee of CEIPE (withadditional members as needed) to focus onthe development of collaborative practiceat UI Health and other clinical partners.

5.Establish an Advisory Board that includesfaculty, community agencies and otherpartners, patients and families, clinicians,students, and representatives of key UICunits from all campuses.


I. INTRODUCTION

Interprofessional education (IPE) andinterprofessional collaborative practice (ICP)are significant foci in changing models ofhealth care education and delivery. The needfor effective models of team-based care wasidentified by the Institute of Medicine (IOM)as early as 1972 and produced someimmediate reaction, but it was not sustained.It was not until two IOM publications, thefirst in 2001 and the second in 2003, shedlight on the problems of medical error andthe need to align payment with quality carethat national attention was sharply focusedon the actions needed for U.S. health care

system reform.1 In 2003, the IOM turned itsfocus to health professions education and therequisite for effective interprofessionalteamwork as one of five Core Competenciesnecessary for all health professionals.2 Overthe next several years, other organizationsadded to the growing pressure to includetraining in effective collaboration andimplementation of IPE within healthprofessions educational programs. As anexample, the World Health Organization(WHO) created the Framework for Action onInterprofessional Education & CollaborativePractice,3 which called for the training of a“collaboration ready” health care workforce(Figure 1).

1 Kohn LT, Corrigan JM, Donaldson MS, eds., To Err Is Human: Building a Safer Healthcare System, Washington DC: National Academy Press, November 1999; Institute of Medicine, Crossingthe Quality Chasm: A New Health System for the 21st Century, Washington DC: National Academy Press, 2001.

2 Greiner, AC, & Knebel, E (2003). Health professions education: A bridge to quality. Washington, D.C: National Academies Press. 3 Hopkins, D, Burton, A, Hammick, M, & Hoffman, SJ (2010). Framework for action on interprofessional education & collaborative practice. Geneva: WHO4 WHO, p 18.

FIGURE 1. PREPARATION OF A COLLABORATION READY WORKFORCE.4

REPORT


Interprofessional education is mostcommonly defined as “occasions when two ormore professions learn with, from and abouteach other to improve collaboration andquality of care.”5 It is a specific educationalapproach to learning that requires deliberateinteraction among learners from differentprofessions. According to the WHO,collaborative practice occurs when multiplehealth workers from different professionalbackgrounds provide comprehensive servicesby working with patients, their families,caregivers, and communities to deliver thehighest quality of care across settings.6

In 2011, the Interprofessional EducationCollaborative (IPEC), a consortium of sixacademic organizations, published the CoreCompetencies for InterprofessionalCollaborative Practice (Figures 2 and 3), whichidentified four competency domains: Valuesand Ethics for Interprofessional Practice, Rolesand Responsibilities, InterprofessionalCommunication, and Teams and Teamwork.7

This set of competencies has quickly becomethe recognized standard in the field. The IPECConsortium provides twice-yearlyopportunities for universities to sendinterprofessional teams of faculty for trainingin IPE.

The IPEC Core Competencies are based on aset of principles underlying health care that is

• patient/family centered;

• community/population oriented;

• relationship focused;

• process oriented;

• linked to learning activities, educationalstrategies, and behavioral assessmentsthat are developmentally appropriate forthe learner;

• possible to integrate across the learningcontinuum;

• sensitive to the systemscontext/applicable across practicesettings;

• applicable across professions;

• stated in language common andmeaningful across the professions; and

• outcome driven.8

In 2012, the National Center forInterprofessional Practice and Education(NCIPE) was established through acooperative agreement between theUniversity of Minnesota and the HealthResources Services Administration (HRSA).The National Center for IPE emphasizes theNexus—the intersection of education andpractice to achieve the “Triple Aim”outcomes, as described in the Institute forHealthcare Improvement’s (IHI) Triple AimFramework (Figure 4).9 Due to the concertedefforts on the part of academic institutions,national agencies, and foundations, there isnow significant information and evidencerelated to the development, implementation,and evaluation of interprofessional practiceand education. Nationally, academicinstitutions have established their owncenters for IPE. Among the most notable arethe University of Washington’s Center forHealth Sciences Interprofessional Education,Research and Practice; the MGH Institute ofHealth Professions’ Center forInterprofessional Studies and Innovation; andthe University of Minnesota’s 1Healthinitiative.10 The organizational structures,array of health professions educationprograms included, the number of students,and the relationships with clinical enterprisesare quite varied, as are the breadth and depthof IPE experiences provided to students.

Internationally, IPE has been driven bygovernment mandates to a much greaterextent than it has been in the U.S. In Canada,for example, national accreditation standardsfor interprofessional health education havebeen developed collaboratively through apartnership of eight health professions.11

5 http://caipe.org.uk/about-us/defining-ipe/6 WHO, p. 7.7 Interprofessional Education Collaborative, Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel, May 2011.8 IPEC, Core Competencies, p. 2.9 https://nexusipe.org/; http://www.cihc.ca/aiphe.10 University of Washington: http://collaborate.uw.edu/; MGH: http://www.mghihp.edu/academics/center-for-interprofessional-studies-and-innovation/interprofessional-activities/impact-practice/default.aspx; University of Minnesota http://www.ahceducation.umn.edu/1health.

11 http://www.cihc.ca/aiphe.


FIGURE 2. IPEC CORE COMPETENCIES FOR INTERPROFESSIONALCOLLABORATIVE PRACTICE, DOMAINS 1 & 2.

Competencies:

Competencies:

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FIGURE 3. IPEC CORE COMPETENCIES FOR INTERPROFESSIONALCOLLABORATIVE PRACTICE, DOMAINS 3 & 4.

Competencies:

erform effectively on teams and in different team roles in a variety of settings.

disease

Communicationofessional Interpr

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Competencies:


It is important to ask how this increased focuson educating health professionals to practicecollaboratively has paid off with regard topatient outcomes. Educational interventionsin collaborative practice have been shown tohave a positive impact on aspects of healthcare delivery, such as improved outcomes indiabetes care,13 reduced errors in emergencydepartments,14 improved functionaloutcomes following stroke rehabilitation,15

and improved communication and patientsafety culture in the operating room.16 Thereis, however, still much to be learned abouthow to ensure the sustainability ofcollaborative practice and more importantly,to understand how pre-licensure training willfit into the picture.

A recent report from the Robert WoodJohnson Foundation, based on visits to 20organizations across the U.S. that hadembraced collaborative practice, summarized

the findings of a project conducted to identifybest practices in interprofessionalcollaboration.17 The report identifies sixpromising practices that promote positiveoutcomes of interprofessional collaboration:

1. Put patients first.

2. Demonstrate leadership commitment tointerprofessional collaboration as anorganizational priority through wordsand actions.

3. Create a level playing field that enablesteam members to work at the top of theirlicenses, know their roles, andunderstand the value they contribute.

4. Cultivate effective team communication.

5. Explore the use of organizationalstructures to hardwire interprofessionalpractice.

6. Train different disciplines together sothey learn how to work together.

FIGURE 4. VISION OF THE NATIONAL CENTER FOR INTERPROFESSIONALPRACTICE AND EDUCATION (NCIPE).12

12 https://nexusipe.org/vision.13 Barceló A, Cafiero E, de Boer M, Mesa AE, Lopez MG, Jiménez R A, et al. Using collaborative learning to improve diabetes care and outcomes: TheVIDA project. Primary Care Diabetes 2010 4(3), 145-153.

14 Morey JC, Simon R, Jay GD, Wears RL, Salisbury M, Dukes KA, Berns SD. Error reduction and performance improvement in the emergencydepartment through formal teamwork training: evaluation results of the MedTeams project. Health Serv Res. 2002 Dec;37(6):1553-81.

15 Strasser DC, Falconer JA, Steven, AB, Uomoto JM, Herrin J, Bowen SE,Burridge, AB. (2008). Team training and stroke rehabilitation outcomes: Acluster randomized trial. Archives of Physical Medicine and Rehabilitation, 89(1), 10-15.

16 Weaver SJ, Lyons R, DiazGranados D, Rosen MA, Salas E, Oglesby J, Augenstein JS, Birnbach DJ, Robinson D,King HB. The anatomy of health careteam training and the state of practice: A critical review. Academic Medicine: Journal of the Association of American Medical College 2010, 85(11),1746-60.

17 CFAR, Inc., Tomasik J, Fleming C. Lessons from the Field: Promising Interprofessional Collaboration Practices. 2015 White Paper, The Robert WoodJohnson Foundation, http://www.rwjf.org/en/library/research/2015/03/lessons-from-the-field.html.

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As the science of IPE continues to grow,accrediting bodies have begun to incorporatespecific standards into the criteria foraccreditation in many health professionsprograms (see Appendix A) and theAccreditation Council for Graduate MedicalEducation includes competence incollaboration in the milestones for manyspecialties. While these standards aregenerally not very specific and the bar theyset is not very high, the trend is clear: healthprofessions education programs already are,or will soon be, required to demonstrate theachievement of goals related tointerprofessional collaboration andteamwork.

What has been learned from scholarship inIPE and ICP is that context is a criticalconsideration in determining whateducational interventions will be mosteffective. The educational system and thehealth care system each have environmentalfactors, participants, policy and regulatoryinfluences, and social and cultural values thatimpact learner and patient care aims (Figure5).18 This means that while much can belearned by looking at models from otheracademic institutions and health careorganizations, UIC will need to develop anIPE curriculum that is specific to the needs ofstudents in the health professions educationprograms offered across all UIC campusesand the needs of the patients andpopulations served by UI Health and otherregional clinical partners. UIC benefits fromthe IPE-related work that has beenundertaken by other universities andorganizations, which has led to thedevelopment of the IPEC Core Competencies,the establishment of the NCIPE, and thepublication of an extensive literature on IPEand ICP. Being informed by and buildingupon existing IPE research and initiatives,UIC is well positioned to move forward at arapid pace.

A. INTERPROFESSIONAL EDUCATIONAT UIC

UIC is an urban, research-intensive publicuniversity with seven health sciences colleges

housed on six campuses throughout northernand central Illinois. The health professionseducation programs at UIC train both theessential direct care providers (advancedpractice nurses, dentists, dieticians,occupational therapists, pharmacists,physical therapists, physicians, registerednurses, social workers) and those that arecritical to the success of health careoperations and goals (health careadministrators, health informaticians, healthinformation managers). UIC has over 4,000students enrolled in its health professionseducation programs, and graduates over 900students from these programs each year(Appendix B). In addition, UIC hasresponsibility for Graduate MedicalEducation for approximately 950 residentsand employs more than 3,000 health careprofessionals as faculty and staff. Given thesenumbers, the impact of an effective IPEprogram on health and health care delivery inIllinois should not be underestimated.

Efforts to develop IPE at UIC began in 2008when a group of faculty established theCollaborative for Excellence in IPE (CEIPE).CEIPE includes faculty representation fromthe Colleges of Applied Health Sciences,Dentistry, Medicine, Nursing, and Pharmacy,Social Work, the School of Public Health, theLibrary of the Health Sciences, the Office ofDiversity, and the Institute for Patient SafetyExcellence. (See Appendix C for a list ofmembers.)

In August 2009, CEIPE held its first studentimmersion experience, involving 22 studentsfrom 8 health professions educationprograms across five health science colleges.The experience included discussion of apatient case and development of aninterprofessional plan of care. Studentfeedback indicated that they had significantlygrown in their understanding andappreciation of the roles of the professionsrepresented and the value ofinterprofessional collaboration. CEIPEworked closely with the UIC Graham ClinicalPerformance Center to create videotapes andto develop standardized patient simulations.The second immersion experience in 2011,

18 D’Amour D, Oandasan I. Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal ofInterprofessional Care, May 2005, Supplement 1: 8 – 20.


FIGURE 5. INTERPROFESSIONAL EDUCATION FOR COLLABORATIVEPATIENT-CENTRED PRACTICE.19

19 D’Amour & Oandasan p. 11.


with 30 students, provided an enhancedversion of the workshop, including both low-fidelity and high-fidelity simulation.In 2013, the IPE Immersion Day experiencewas significantly expanded to include over1,100 students from 11 health professionsprograms across all seven health sciencescolleges and all UIC campuses. The event washeld in two locations, with Chicago studentsat the UIC Forum and Rockford studentsparticipating in a parallel event that includedstudents from other UIC campusesinteracting via webcast. The qualitativefeedback from students indicated that theyunderstood that collaboration andcommunication were vitally important totheir future roles in health care. They valuedthe opportunity to have both structured andunstructured time to talk with students fromother professions and they were very happywith the faculty facilitators. Among theirsuggestions for improvements were ensuringthat the professions of all participatingstudents were included in the patient casesand including actual involvement in asimulation of interprofessional care.Evaluation results were used to modify theprogram in subsequent years.

In that same year CEIPE recognized that itwas critical to integrate IPE within and acrossthe health sciences colleges in order to have asustainable program. CEIPE understood earlyon that students will ultimately achievecompetence in interprofessionalcollaboration only through a progression ofclassroom and clinical experiences. Thedevelopment of a full IPE curriculum requiresa centrally driven effort with resources fromall of the colleges and infrastructure andleadership at more than just the Chicagocampus. As a grassroots faculty groupworking on IPE, CEIPE members knew thatsupport from college and campusadministration was critical. The group beganthe process of educating UIC administrationabout IPE and the need for a comprehensivecurriculum and plan. CEIPE approachedthen-Provost Lon Kaufman to offerrecommendations for establishing a campuslevel IPE office with the mission of furtherdeveloping the IPE curriculum for allstudents and developing a strategic plan. In

Spring 2014, faculty received approval toinitiate a strategic thinking process and fundswere approved to support the ongoingdevelopment of IPE for two years.

While the need for a comprehensivecurriculum is the ultimate goal, theImmersion Day experience continues to beheld every spring, with annual programsrunning in Chicago, Peoria (includingstudents from Urbana-Champaign and theQuad Cities), and Rockford. CEIPE continuesto provide the planning and oversight of theprogram, with modifications to achievegreater effectiveness. It is noteworthy that theprogram has been facilitated over the yearsthrough the voluntary participation of over100 faculty members from all of the healthsciences colleges as well as other UIC unitssuch as the Health Sciences Library, UIHealth, and the Office of Diversity.

The educational objective for the IPEImmersion Day and ultimately for a fullcurriculum is to produce graduates whounderstand the critical relationship betweenteamwork and collaborative, patient-centeredcare, and who will contribute to theachievement of the Institute for HealthcareImprovement’s Triple Aim: improving thepatient experience of care, improving thehealth of populations, and reducing the percapita cost of health care.20 In addition tocommitment to the IHI Triple AimFramework, CEIPE has adopted the CoreCompetencies for InterprofessionalCollaborative Practice (Figures 2 and 3) as thedesired student outcomes for IPE at UIC.CEIPE has been careful to acknowledge thatachieving the desired objective must beaccomplished within the restrictions ofexisting academic requirements. Theapproach has not been “more is better.”Rather, it has been: how can high quality,efficient learning experiences be integratedinto the existing programs’ curricularstructures?

While CEIPE has focused its limited resourcesprimarily on providing IPE learningexperiences to students across all programs,scholarship has not been neglected. Itsmembers have participated in grant-funded

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


projects and have presented at numerousprofessional conferences (Appendix D).Section II. C below describes additionalexamples of IPE experiences offered at UIC.

B. RELATED UIC INITIATIVES

Ideally, UIC’s IPE Strategic Plan will benefitfrom and contribute to other relevantongoing initiatives at UIC. In order tomaximize the potential for cumulative andadditive impacts, the IPE strategic planningprocess included discussion of other UICinitiatives that had already engaged with theIPE efforts at UIC or were potentially relevantto IPE development.

UIC is one of the nation’s most diverse publicresearch universities and has a longstanding,foundational commitment to valuingdiversity, including efforts to mitigate thenegative effects of unwarranted hierarchy,detrimental power relationships, and groupstereotypes in many sectors includingeducation, health care and business. Thepatient population served by UI Healthincludes many who are significantlyunderserved with regard to health promotionand health care. UIC currently has multipleinitiatives to address diversity and healthdisparities and the establishment of an IPEcurriculum has the potential to assist in morefully addressing the needs of UIC’s studentand patient populations.

The campus-wide Diversity StrategicThinking and Planning process, whichculminated in the plan entitled “A Mosaic forUIC Transformation,” identified sevendiversity goals to be achieved at the campuslevel, including community engagement thataddresses health disparities.21 The UICDialogue Initiative, one of the results of thisprocess, has created an opportunity to bringexperts in intergroup relations into thedevelopment of the UIC IPE curriculum andto address some of the most challengingaspects of collaborative practice.22 From theearly development of IPE at UIC, CEIPE

member Charu Thakral, PhD, AssociateDirector of Diversity Educational andResearch Initiatives, pointed out that therelationships among health professions havesome important parallels to the differencesthat are being addressed by the campus’svarious diversity initiatives. For example, theUIC IPE Immersion Day experiencesintegrate elements of design, pedagogy, andcurricular content from the same theory andresearch that underlies the DialogueInitiative. The experiences have usedpedagogical techniques intended to promoteinclusion and equity, such as norms fordialogue/discussion (ground rules), designelements of optimal group size for studentdebriefing sessions, use of trained facilitators,attention to process (interpersonal andintrapersonal reactions, interactions, andreflections) vs. overreliance on the content(concepts, literature, theory), anddevelopment of a facilitator guide to ensurethe consistency of content delivery tostudents and provision of support forfacilitators. Specific curricular content, suchas icebreaker exercises and debriefingquestions, has also been designed andintegrated to promote participants’awareness of biases and stereotypes ofvarious health professions. In both educationand practice, health professionals strugglewith issues of hierarchy, stereotypes, andpower relationships and failure to openlyaddress these issues is potentially limiting theimpact of IPE.23

Although “A Mosaic for UIC Transformation”focused primarily on UIC’s students, faculty,and staff, a UI Health Sciences DiversityLeadership Council was recently formed toaddress diversity and inclusion, culturalsensitivity, and health disparities within theUniversity of Illinois Hospital and HealthSciences System. This newly establishedcouncil should also be coordinated andsynergistic with efforts to improvecollaboration between health professionalsand health care teams at UI Health as part ofa campus-wide IPE curriculum.

21 http://www.uic.edu/depts/oaa/diversity/MosaicStrategicPlan.pdf, p. 28.22 http://www.uic.edu/depts/oaa/igd/index.html23 Haddara W, Lingard L. Are We All on the Same Page? A Discourse Analysis of Interprofessional Collaboration. Academic Medicine 2013 , Vol. 88 (10),1508-1515. Kreindler SA, Larson BK, Wu FM, Gbemudu JN, Carluzzo KL, Struthers A, Van Citters AD, Shortell SM, Nelson EC,Fisher ES. The rules ofengagement: Physician engagement strategies in intergroup contexts. Journal of Health Organization and Management 2014, 28(1), 41-61. Paradis,Elise, Whitehead, Cynthia R. Louder than words: Power and conflict in interprofessional education articles, 1954-2013. MEDU Medical Education2015, 49(4), 399-407.


UIC’s ongoing commitment to diversity andto educating a wide range of healthprofessionals has resulted in severalprograms and initiatives that are directlyrelevant to the development of a moreexpansive IPE program. For example, formore than 30 years, UIC’s Urban HealthProgram (UHP)24 has provided programmingand support for underrepresented minoritystudents interested in careers in the healthprofessions. UHP’s Early Outreach Program isa pipeline for students in 4th through 12thgrade, and its Student Services ResourceCenter provides counseling and academicmentoring. UHP also has advisors in each ofthe health science colleges. As a relativelynew focus for curriculum across professions,IPE is in an evolutionary state. It is not yetclear when IPE will have the optimal impactalong the developmental path of healthprofessionals. UHP programming gives UICan opportunity to develop students’understanding of group differences andcollaborative competency very early in theprocess of choosing a health care career.

Coincident with CEIPE’s establishment of theannual student immersion experience,changes in health care delivery,demographics, and insurance coverage,including the Affordable Care Act, havehelped to bring the need for a healthcareworkforce trained in interprofessionalcollaboration to the fore. In 2013, theChancellor convened a campus-wide taskforce on Health Care Workforce Developmentto examine emerging workforce needs andUIC’s potential role in training healthprofessionals to meet those needs. The finalreport, “Building a Health Care Workforce toAchieve Health Equity,”25 used Department ofLabor data and policy reports to recommendways for the university to build pipelines andother opportunities to target in-demandhealth professions. One key recommendationto emerge from the report was thedevelopment of “a cross-collegeinterprofessional curriculum addressing corecompetencies” that could train healthprofessionals for the increasingly team-based, patient-centered workforce andbecome a signature program for UIC.

The IPE strategic planning process has alsooccurred during a time of significant changefor UIC’s health sciences colleges and theirreporting relationships with senior campusadministration. The increasing integration ofthe UIC health sciences colleges and the UIHospital and Health Care System (UI Health)through the appointment of a Vice Chancellorfor Health Affairs, to whom all health-relatedunits will report, will have a direct impact onthe development of UIC’s IPE program. As theclinical enterprise for a leading urban,academic health center, UI Health providesinpatient and outpatient care in its 495-bedhospital, an Outpatient Care Center, thetwelve-location Mile Square Health Center,and an urgent care center. UI Health iscommitted to excellence in patient care and tothe reduction of health disparities. Team-based care and collaborative practice arecritical to both. The development of IPE offersthe opportunity to engage students, staff, andpracticing health care professionals withtraining and quality improvement efforts. Thenew organizational structure creates a timelyopening to jointly move forward in these areas.

UIC health professions students receive theirclinical training in health care settings acrossthe U.S. and around the world. Illinoistraining sites include not only UI Health, butmany other community- or medical system-based sites. For example, the Peoria campushas a close partnership with OSF-St. FrancisMedical and UnityPoint Health. Thesuccessful development of collaboration-ready professionals depends heavily on therole models to whom students are exposed inclinical training. It is therefore imperativethat UIC look beyond the classroom and UIHealth to engage with other clinical andcommunity partners and to make certain thatthose partners understand the benefits of IPEand are ready to incorporate its principlesinto their practices. Reaching out to provideIPE training to clinical and communitypartners will help to ensure that UIC healthprofessions students participate in settingsthat reinforce and further develop theircompetence in team collaboration andpatient-centered care.

24 http://uhealth.uic.edu/.25 http://www.uic.edu/depts/oaa/healthcare_taskforce/


Finally, the new Center for Advancement ofTeaching-Learning Communities (TLC) hasbeen established as part of UIC’s StudentSuccess Initiative in order to support facultyto become better instructors by “providing anintegrated hub for teaching deliveryenhancement, educational innovation, andtechnological advancement.”26 Teaching in aninterprofessional context requires, amongother things, group facilitation skills, theability to work through conflict, personalskills in collaboration, and the ability toovercome miscommunication that arise fromdifferent professional perspectives andjargon.27 The successful implementation andultimate integration of IPE at UIC will requireextensive faculty development and theestablishment of the TLC suggests that this isa good time to create institutional structuresfocused on teaching.

II. THE STRATEGIC PLANNINGPROCESS

In 2014, Interim Provost Eric Gislason andInterim Vice President for Health Affairs JerryBauman appointed a task force (Appendix E)to begin strategizing about the developmentof a full-scale IPE program at UIC with CEIPEas a critical stakeholder. (Figure 6 shows thecharge to the task force.) Mary T. Keehn, PT,DPT, MHPE—a longtime member of CEIPE—was appointed as the director of the project inthe position of Special Assistant to the ViceProvost for Planning and Programs. Inpreparation for the task force’s work, Keehndeveloped a map (Figure 7) showing theprimary and secondary stakeholders in a UICIPE program.

The goal of the task force was to lay thegroundwork to ensure that “UIC graduatescollaborative-ready health professionals” andthe charge asked task force members toaddress the following questions:

1. What are the desired learning outcomes forpre-licensure and post-licensure IPE atUIC?

2. What are the basic elements andorganizational structure of educationalprograms to achieve those outcomes?

3. What are the predominant challenges tothe implementation of IPE on campus andhow might those challenges be addressed?Consider cross-college sharing of credithours, tuition revenue, establishment ofIPE clinical electives, and the financing ofthese IPE initiatives.

4. How can UIC capitalize on the scope ofhealth professions education provided byUIC across all four campuses to gainrecognition as a statewide and nationalleader in IPE?

To accomplish this, co-chairs Mary Keehnand Abbas Hyderi, MD, MPH convened thetask force for a series of meetings thatoccurred between November 2014 and April2015. They approached the development of astrategic plan through an iterative, multi-phased process that included the following: aSWOT analysis, an environmental PEST scan,interviews with secondary stakeholders, andthe development of a logic model. As theprocess unfolded, guiding principles andelements of a vision emerged and thesebecame the basis of the long-term outcomesincluded in the logic model.

26 https://faculty.uic.edu/tlc/.27 Buring SM, Bhushan A, Broeseker A, Conway S, Duncan-Hewitt W, Hansen L, Westberg S. Interprofessional education: definitions, studentcompetencies, and guidelines for implementation. Am J Pharm Educ. 2009 Jul 10;73(4):59.


FIGURE 6: CHARGE TO THE TASK FORCE

Office of the Vice Chancellor for Academic Affairs and Provost 2832 University Hall (MC 105) 601 South Morgan Street Chicago, Illinois 60607-7128

Phone (312) 413-3450 • Fax (312) 413-3455 • www.uic.edu/depts/oaa/index.html

October 27, 2014

Dear Colleagues:

Thank you for agreeing to serve on the Interprofessional Education Strategic Thinking Taskforce (“IPE Taskforce”). The IPE Taskforce will lay a roadmap for the establishment of a UIC IPE program, marking a new stage in UIC health science education.

As the Chicago area’s leading urban research university, with four regional campuses, UIC is in the unique position of having seven health science colleges, including one of the nation’s largest schools of medicine and prestigious programs in applied health science, dentistry, nursing, pharmacy, public health, and social work. UIC trains a sixth of all Illinois physicians, a third of the state’s pharmacists, and 44% of its dentists. The UIC Hospital and Health Sciences System provides care to a wide range of Illinois citizens, particularly those from underrepresented groups and underserved communities.

In light of its role in training the healthcare workforce of the future, it is crucial that UIC keep pace with the changing health science education landscape, including the growing focus on team-based patient-centered care, and accreditation requirements in IPE that now apply to a growing number of our health science programs. Although health professionals necessarily work together, the rise of IPE here and around the US will enable health professionals in-training as well as those already in practice to develop or refine collaborative care skills to advance quality and patient safety. The Collaborative for Excellence in Interprofessional Education (CEIPE), an ad hoc group of faculty from the health science colleges and other units, has already introduced innovative programming to shape curricular and co-curricular student experiences to that end.

It is now time to engage in a planning process that ensures that UIC graduates collaborative-ready health professionals and provides professional development opportunities in collaborative care. We ask you to produce a report by March 2015 that outlines how UIC might establish an effective IPE program, addressing the following questions:

1. What are the desired learning outcomes for pre-licensure and post-licensure IPE at UIC? 2. What are the basic elements and organizational structure of educational programs to achieve those outcomes? 3. What are the predominant challenges to the implementation of IPE on campus and how might those challenges be

addressed? Consider cross-college sharing of credit hours, tuition revenue, establishment of IPE clinical electives, and the financing of these IPE initiatives.

4. How can UIC capitalize on the scope of health professions education provided by UIC across all four campuses to gain recognition as a statewide and national leader in IPE?

Again, thank you for your willingness to participate in this important and exiting process. We look forward to seeing the results of your work.

Sincerely,

Eric A. Gislason Jerry L Bauman Interim Vice Chancellor for Academic Affairs and Provost Interim Vice President for Health Affairs


FIGURE 7. IPE STAKEHOLDER MAP

College of LAS - Sociology

andPsychology

COM ClinicsCON ClinicsCOD ClinicsAHS Clinics

Campus CareCollege of Medicine

UIHHSUIHealth/UIHealth+Mile Square/FQHC

College ofDentistry

College of Nursing

College of AppliedHealth

Sciences

College ofPharmacySchool of

Public Health

Jane AddamsCollege of

Social Work

College ofEngineering

College ofEducation

College ofBusiness

Administration

Diversity

StudentOrganizations

O!ce ofFacultyA"airs

Urban Health

Program

Graduate College

UIC HumanResources

O!ce ofBudget and

ResourcePlanning

Health CareEmployers

ClinicalTraining

Sites

CommunityOrganizations

Adjunct ClinicalFaculty

Library ofthe Health

Sciences

Graduate Medical

Education

Primary Stakeholders

Additional Stakeholders

Other UIC Colleges

Other UIC Units

Extern

al Sta

keho

lder

sInterprofessional

Education at UIC


A. SWOT AND PEST ANALYSES

At the outset of the strategic planning process, the task force used two standard analyticaltools—a SWOT analysis and an environmental scan—to identify and categorize internal andexternal factors that will influence the development and implementation of any plan toestablish an IPE program at UIC. In a SWOT analysis, strengths and weaknesses are seen asinternal factors, while opportunities and threats are considered external. The analysis brings tolight the current capabilities and resources of the institution as well as the challenges that willbe faced in implementing the plan. A PEST environmental scan analyzes political, economic,sociocultural, and technological forces likely to affect implementation. The findings, whichwere generated in a dedicated meeting and in subsequent discussions, are important for theinsights they provide about the specific context within which a UIC IPE program will bedeveloped.

i. Results of the SWOT Analysis

FIGURE 8. SWOT ANALYSIS

Weaknesses

Opportunities Threats

Strengths

SWOTAnalysis


Strengths: One of the greatest strengths withregard to internal resources and capacity forIPE at UIC is the long-term commitment ofCEIPE. This interdisciplinary group hasserved over the past 7 years, with membersvoluntarily incorporating IPE-related effortsinto their existing workloads in order todevelop and implement IPE studentexperiences across all UIC campuses. Thisgroup has garnered the support of faculty,administration, and key units, and engagedstudents as learners and members of the IPEplanning team. Other critical strengths arethe

• diversity of health professions programs;

• extensive clinical enterprise at UIC;

• range of resources to support educationalinnovation; and

• excellence and congruence of thefoundational principles of IPE with theUIC mission and the missions of theindividual colleges and UI Health.

Weaknesses: Internal challenges to thesuccessful implementation and sustainabilityof IPE at UIC focus in two areas: thecomplexity of the University of Illinois as aninstitution and funding. The educationalenvironment is complex because students areenrolled in a wide range of professionalprograms at six different campuses that arevery different with regard to student body andenvironment, and these students participatein programs that are delivered in classroom,clinical, and online settings. There have beena number of changes in key leadership for theuniversity, the UIC campus, and for thehealth sciences colleges and the health careenterprise as well as substantial change in theorganizational structure over the past fewyears, adding another layer of complexity tothe planning environment. A vibrant andsustainable IPE program will require multi-campus administrative coordination ofefforts to achieve faculty participation fromall the health sciences colleges on allcampuses and from organizationaldevelopment staff at UI Health. UIC does notyet have a mechanism for funding,budgeting, and managing resources acrosscolleges, and between the colleges and thehealth care enterprise. Up to this point, IPEhas been funded through individualinitiatives (such as grants) and events, and

there is neither a longitudinal nor acomprehensive financial structure in place tocontinue it.

Opportunities: The greatest opportunity forIPE at UIC is related to the fundamentalchange taking place in the U.S. health caresystem that has generated a significant focuson the need for coordinated and collaborativemodels of care and for educating healthprofessionals to work in these new models.Funds for IPE program development and forresearch into effective training at both pre-licensure and post-licensure levels areavailable through both public and privatesources. UIC has the opportunity to developan IPE curriculum that uses innovativeeducational technology and resources,including the use of simulation to train thethousands of currently licensed health careprofessionals in Illinois who have notreceived training in teamwork andcollaboration as part of their pre-licensuretraining.

Threats: The demand for IPE is growing at thesame time that the science of teamwork andcollaboration is evolving. Curriculum is beingdeveloped despite the fact that there issignificant uncertainty about the theoreticalbasis and the best practices for IPE.Collaboration in practice requires challengingthe hierarchy, stereotypes, and powerdifferential that currently exist betweenhealth professions. Models for collaborationthat address these challenges are currentlybeing developed and studied, but are not yetestablished.

Health care payment systems are rapidlychanging to encourage collaboration, but thefunding models for health care education aredriven by very different forces. The long termimpact of health care payment reform onhealth care education funding is not yet clear.The ACA included some positive provisionsrelated to medical and nursing educationincluding changes in the National HealthService Corps and Student Loan Repaymentprograms. Reassignment of residency positionsto hospitals in states with low resident topatient ratios and investments in training forroles in nursing are additional importantprovisions of the ACA which affect support forhealth professions education but are notstrictly funding related. However, the frailty of


funding for health care education cannot beignored. There is widespread concern over thecost of higher education in general and specificconcerns about how reductions in Medicareand Medicaid payments will affect the ability ofhospitals and other care settings to providevital clinical training. As Medicare attempts toachieve savings to balance the increasingnumber of people receiving Medicare benefitsand Medicaid reduces disproportionate share(DSH) payments based on the anticipated

reduced number of uninsured payments tohospitals, hospitals will need to reduce costswherever possible and budget dollars used tosupport health professions education—particularly for professions other thanmedicine and nursing—will be closelywatched.

ii. Summary of the PEST Scan (SeeAppendix F for the detailed results.)

FIGURE 9. PEST SCAN.

Political

TechnologicalSociocultural

Economic

1. Funding for Interprofessional Education 2. Health Care Costs are a societal and

governmental concern3. Higher Education Funding4. Health Care Workforce Needs

1. The Sociocultural Environments of Individual Health Professions

2. The Sociocultural Context in the UIC Academic Environment

1. Technology as a solution to health care access

2. Technological advancements in education

1. Political2. Accreditation3. Legal/Regulatory

Environmental Scans


Political Environment: The politicalenvironment includes federal and statelegislation, government function, politicalrelationships and alliances between UIC andthe state government, relationships betweenthe colleges and campuses at UIC,relationships between the academic andclinical enterprises at UIC, relationshipsbetween professions at UIC and in the largerhealth care context, and legal and regulatoryconcerns. The implementation of theAffordable Care Act has been a primarypolitical force affecting efforts to improveaccess to health care by reducing health carecosts and improving quality. It has stimulateda focus on value-based (as opposed tovolume-based) payment, which has in turnincreased awareness of the importance ofcoordinated, interprofessional collaborationacross the continuum of care. Keycomponents of the missions of the UIChealth sciences colleges with clear politicalimplications include population health,reducing health care disparities, andrecognition of the social determinants ofhealth all of which will require the expertiseof many different professions—clinical andnon-clinical.

Under the ACA, Illinois has chosen toimplement a Federally FacilitatedMarketplace. The increasing numbers ofpersons with health insurance, along withfactors such as the aging of the population,are creating significant demands for healthcare workers and for changes in regulationsto ensure that health care providers are ableto practice at the “top of their training”without unwarranted restrictions. Managingthe transition to collaborative practice willrequire careful negotiation to avoid theexacerbation of ongoing “turf wars” arisingfrom overlapping scopes of practice andprofessional boundary disputes. State entitiessuch as the Health Care Workforce Workgrouphave identified IPE and collaborative practiceas critical to the success of new models ofcare.

The political landscape in Illinois is currentlycreating a significant challenge because of thebudget impasse between the executive andlegislative branches of state government. UICis impacted as both a higher educationinstitution and a health care provider.However, despite the uncertainty about how

Illinois government will resolve this, UICmust make progress in critical areas such asIPE.

Finally, the fact that UIC’s workforce isgoverned by a complex set of union and civilservice human resource policies and itseducation programs by various accreditationstandards (Appendix A) enforced by multipleaccrediting organizations, and organizationsadds to the challenge of developing a unifiedIPE program.

Economic Environment: Economic factorsinclude local, national, and global areas suchas the growth/decline in health carespending, funding for education and healthcare, and workforce supply and demands. Forexample, health care organizations are vocalabout the need for a workforce that is trainedin teamwork and collaboration; however, it isnot clear where the resources would comefrom to train the current workforce forcollaborative practice. The need for healthcare workers is expected to continue to bestrong. It is also clear, that despite rising costsof education, applicant pools for UIC healthprofessions education programs are robust.The shift in payment models from fee-for-service to a capitated and outcomes-basedmodel along with pressure from government,insurers, and large employers for transparentpricing and pay-for-performance modelsadds additional economic complications.

So far, UIC’s IPE efforts have been funded byindividual departments and campus andexternal agencies but the fact that the currentbudget model assigns costs and productivityto each unit creates challenges for sharingcosts. The impact on the productivity ofclinical preceptors and policies on facultyworkload, promotion, and tenure do notcurrently acknowledge the kind of activitiesrequired to establish IPE at UIC. Policesrelated to tuition (e.g., differentials) andcourse credit are also not designed to supportIPE activities that bring together studentsfrom different disciplines.

Sociocultural Environment: Thesociocultural environment for IPE andcollaborative practice includes the cultures ofindividual health professions, historicaldevelopment of professions andinterprofessional relationships, relationships


between patients and providers, and the rolesof the patient and caregivers in health caredecision-making. Historically, healthprofessions have emphasized their uniquebodies of knowledge and scopes of practice.IPE, which can illuminate similaritiesbetween professions, can threatenprofessional identity and the professions’social status.

UIC’s early roots are in health professionseducation and it is home to programs thatwere among the first established in the US.Today UIC is recognized as providing asubstantial portion of the Illinois health careworkforce—part of its core mission. Thenumber and diversity of health professionseducation programs at UIC and the existenceof program across the northern and centralparts of the state create an unusual andvaluable setting, but this diversity also bringchallenges, especially when it comes tocurriculum. The degree of collaborationamong the health sciences colleges is limited,and collaboration on curriculum developmentis minimal. There are differences in the formsof pedagogy used, in the degree to whichchange will be embraced, and in thewillingness to adjust schedules and shiftresources to successfully integrate IPE intoexisting programs. Only a few colleges (e.g.,Applied Health Sciences) have strategic goalspertaining to IPE and it is difficult to tell howdeep commitments to IPE run, which may alsomake it difficult to find ways of including IPEin faculty workloads and promotion reviews.There are also significant differences inphilosophical approaches to health and healthcare. Campus expertise in diversity andIntergroup Dialogue could be useful tools forthe development of sound IPE curriculum.

Students in UIC health professions educationprograms have a strong interest in developingtheir understanding of all health professionsand in being trained to successfullycollaborate in order to provide safe andeffective patient centered care. They haveestablished a UIC Chapter of Delta EpsilonMu, a pre-health professions fraternity with agoal of bringing together students who arepursuing different health professions, an IHIOpen School Chapter, and the UIC HealthProfessions Student Council initiated a

Collaborative Healthcare Series a few yearsago. Recognizing and responding to thesestudent-driven initiatives is consistent withPresident Killeen’s and Chancellor Amiridus’calls for enhancement of the studentexperience and innovation in teaching.

Technological Environment: Thetechnological environment extends beyondconsideration of how technology can be usedin health professions education and healthcare delivery. The impact of technology onhuman relationships, which are critical inboth education and health care delivery, isalso important. From the perspective of boththe pre- and post-licensure healthprofessions learner, UIC already providesstrong support through the InstructionalTechnology Lab, the Learning SciencesResearch Institute, and a number of college-based support units. Maximizing the use ofeducational technologies in both online andblended formats will help overcome some ofthe existing structural barriers such asscheduling. Over time, health care’sincreasing specialization and fragmentationhas led to a less efficient, more costly deliverysystem, with more patient dissatisfaction andhigher risk. New paradigms rely on team-based, patient-centric care, where decision-making is grounded in data. Informationsystems are expected to reflect care occurringacross multiple health care delivery systemsand across the lifespan. Researchers haveidentified seven information-intensiveaspects of a new delivery system:28

1. Comprehensive data on patients’conditions, treatments, and outcomes;

2. Cognitive support for health careprofessionals and patients to helpintegrate patient-specific data wherepossible and account for anyuncertainties that remain;

3. Cognitive support for health careprofessionals to help integrate evidence-based practice guidelines and researchresults into daily practice;

4. Instruments and tools that allowclinicians to manage a portfolio ofpatients and to highlight problems asthey arise both for an individual patientand within populations;

28 Stead WW, Lin HS, editors. Computational Technology for Effective Health Care: Immediate Steps and Strategic Directions. Washington DC: NationalAcademies Press, 2009.


5. Rapid integration of newinstrumentation, biological knowledge,treatment modalities, and so on into a“learning” health care system thatencourages early adoption of promisingmethods, but also analyzes all patientexperience as experimental data;

6. Accommodation of growingheterogeneity of locales for provision ofcare, including home instrumentation formonitoring and treatment, lifestyleintegration, and remote assistance; and

7. Empowerment of patients and theirfamilies in effective management ofhealth care decisions and theirimplementation, including personalhealth records, education about theindividual’s conditions and options, andsupport of timely and focusedcommunication with professional healthcare providers.

Among the five Core Competencies for HealthProfessionals identified in the IOM’s 2003report is the ability to utilize healthinformation technology and healthinformatics.29 Among the founding membersof CEIPE are faculty members from both thehealth informatics and health informationmanagement programs. These faculty haverecently received approval of a PhD programoffering a degree in biomedical and healthinformatics that draws on faculty in healthsciences and other colleges and on theLibrary of the Health Sciences. This kind ofcross-campus collaboration can be a modelfor an IPE curriculum.

B. INTERVIEWS WITH STAKEHOLDERS

Following the completion of the SWOT andPEST analyses, task force membersinterviewed stakeholder representatives togather input that would further inform thestrategic planning process. Questionsincluded:

1. Is the need for improvedinterprofessional collaboration beingdiscussed in your organization? If so,what kinds of things are being discussed?

2. Have you developed any formalprograms to evaluate or develop

interprofessional collaborativecompetency within your organization?

3. Are there specific challenges in yourorganization that IPE and collaborationcould address? In what way could UICassist?

4. Do you perceive new graduates from UICas being competent to collaborate?Compared to graduates from otherschools? Is this part of your basicexpectations?

While most stakeholders were aware of theneed to develop collaborative health careprocesses, responses varied depending ontheir roles. Some academic units reported thatthey already conduct programs or courses thatrely on faculty from different colleges orexpressed interest in helping to develop anddeliver IPE learning experiences. TheInstructional Technology Lab (ITL) is ready tosupport IPE initiatives through Blackboardand Blackboard Collaborate, which could beused for large groups of students acrosscampuses and during clinical fieldwork. TheUIC School of Continuing Studies is availableto support continuing professionaldevelopment in interprofessionalcollaboration to the thousands of healthprofessionals throughout the Midwest region.

Insufficient time and space for additionaltraining were mentioned even by respondentswho are enthusiastic about the establishmentof IPE. For example, for some the challenge inestablishing IPE training and activities forstudents lies in getting clinicians to modelcollaborative skills and institutions to seethose skills as valuable. Stakeholders wereconcerned about a mandate to engage in anunbridled IPE initiative. Clearly, the IPE effortmust be designed to judiciously use bothlearner and faculty time and to demonstrateits value from the perspective of thestakeholder.

Simulation, which includes a wide variety ofapproaches to replicating clinical situationsfor purposes of education, was identified as animportant option for IPE. Leadership of thesimulation centers on all UIC campuses notedits value in providing critical collaborativeexperience and opportunities for deliberate

29 Greiner AC, Knebel E, editors. Health Professions Education: A Bridge to Quality. Washington DC: National Academies Press, 2003.


practice in a safe environment in which nopatient can be harmed. The College ofMedicine Chicago Campus is currentlydeveloping plans for an enlarged simulationcenter to replace the existing Graham ClinicalPerformance Center and the planning grouphas specifically sought input on how to makesure the need for simulation in IPE isaddressed. The Jump Training Simulation andEducation Center at the College of Medicine’sPeoria campus offers state-of-the-art facilitiesfor educational events and conferences. TheCollege of Nursing’s M. Christine SchwartzExperiential Learning Center is a newlyrenovated simulation center that has alreadybeen used for multiple interprofessionallearning experiences. Finally, the College ofApplied Health Sciences is pursuing thedevelopment of a simulation program with afocus on IPE. UI Health leaders believe thatsimulation could be used to present learnerswith scenarios beyond patient care andclinical operations management, which wouldhelp them understand the contributions madeby non-clinical team members. Students feltthat simulation was a valuable component ofthe IPE immersion days but there wasrecognition that access to simulation facilitiesvaries greatly among UIC campuses andcolleges.

Stakeholder input from UI Health spoke tochanges in payment models and theimplementation of quality measures ascreating pressure to use every advantagepotentially available through greateremphasis on collaborative practice. UIChealth professions graduates with strong ICPskills, will have increased value for UI Healthas an employer. UI Health leadership clearlyrecognizes the need for specific training incollaborative practice and teamwork buttraining programs are in very early stages ofdevelopment.

At the University Library of the HealthSciences, existing physical and virtualresources have already enabled library facultyto collaborate with other health sciencefaculty on developing semester-long courses,workshops, and research projects. The factthat the representatives from the library havebeen involved in CEIPE since its inceptionand in the IPE immersion days means that its

faculty has experience providing IPE andtaking part in collaboration. Challenges forthe library include budget, an inadequatenumber of library faculty to fully address theUIC health sciences community’s needs, andthe number and variety of health professionseducation programs with uniprofessional aswell as IPE agendas.

Members of UIC’s IHI Student Chapter havebeen pro-active in trying to establish IPEactivities. They are piloting a shadowingprogram between nursing and medicalstudents, with plans to expand to include theother UIC health science colleges. Studentspokespersons indicated that “a unified IPEcurriculum presented for credit would lessenthe need for student-driven IPE initiativesand further emphasize the importance ofinterprofessional communication from thetop down.”30 They perceive current UIChealth science students as minimallycompetent to collaborate interprofessionally,unless they have already been exposed to theskills through an educational or professionalexperience.

According to the Health Professions StudentAffairs workgroup, the opportunity to interactwith students in many health professionseducation programs has been used as arecruitment tool to bring top students to UIC.Failure to provide interprofessional learningexperiences leaves students feeling misledabout the opportunity to interact withstudents from other professions. There wassome concern that IPE activities involvingstudents across colleges might be unfairbecause some would pay differential tuitionor get a different amount of credit for thesame work. They also reported that studentsare very sensitive to how their time is usedand that any required activity must be usefuland not simply a repetition of things theyhave already done. At the same time, theynoted that students may overestimate whatthey already know and may claim to knowmore about IPE than they really do.

C. EXISTING IPE EXPERIENCES AT UIC

In addition to the work done by CEIPE as agroup, IPE learning experiences are beingprovided with a wide range of educational

30 Stakeholder Response from IHI Student Group, 2015.


objectives and institutional or other forms ofsupport (grant funding, volunteerism) acrossthe University to small groups of students inthe health professions education programs(see II.C. below). These experiences are theresult of the efforts of individual faculty whoare passionate about the importance of IPEand, in some cases, the result of studentscreating demand for them. While these are, byparticipant accounts, valuable experiences,they go largely unrecognized by others.Ultimately, these efforts and resources needto be integrated into a campus-wide effortthat will make efficient use of the faculty’stime and expertise and of universityresources.

In order to collect details about the particularIPE learning experiences being provided, thetask force sent an email solicitation for anonline survey to each of the health sciencescolleges and to members of CEIPE. Facultywere encouraged to submit any learningexperience that they felt contributed to thedevelopment of interprofessionalcompetence (Appendix G). Given the methodused to collect information, it is likely thatthere are additional learning experiences notincluded in the current database. However,the data already collected is of value toplanning. It includes information about eachactivity, the faculty who developed andprovided it, the students involved, and theassessment methods used. In addition toinforming the strategic plan, this databasecan serve to collect data and information tobe used to design new activities, developassessment tools, support collaborationamong IPE faculty and clinical partners, andprovide an inventory for accreditationreports.

Of the 29 learning experiences entered in thedatabase as of April 2015, 16 are held on theChicago campus, 1 is held on the Peoriacampus, 4 are held on the Rockford campus,and 8 are held in Urbana.

Key findings from the analysis:

• 15 of 29 experiences clearly fit the Centrefor the Advancement of InterprofessionalEducation (CAIPE) definition of IPE (p. 4above). An additional 11 did not fit thedefinition but shared the goal ofcontributing to interprofessional

competence. Four of the experiences hadguest instructors from a professiondifferent from that of the learners butinterprofessional competence was not anobjective. This analysis demonstrates theneed to assist faculty in understandingwhat IPE is and how interprofessionalcompetence is developed. Most of theactivities have potential for expansion orfor increased effectiveness.

• As of Spring 2015, all graduates of UIC’shealth professions programs have had atleast one substantive IPE experiencebecause they have all participated in theannual IPE immersion day. The greatestnumber of additional IPE learningexperiences are available to medicine andnursing students; however, most of theexperiences are optional and not providedto all students in those programs. Forstudents in some programs, the IPEimmersion day is the only IPE experiencein which they are involved.

The results of the survey of UIC IPEopportunities present a positive picture offaculty initiating IPE learning experiencesdespite the lack of broad institutional supportto date. A centralized process with distributedleadership across campuses will enhance thecurrent experiences and will add what isneeded to achieve the desired results.

D. THE IPE STRATEGIC PLANNINGLOGIC MODEL

Once the necessary fact finding and analysishad been completed, the task forcedeveloped a Logic Model (Figure 10). In alogic model, Inputs are the resources thatmust be in place to initiate the plan,including tangibles such as funding,personnel, and technology as well asintangibles such as institutional support anda viable infrastructure. These must besufficient to produce the Outputs, which areaccomplished through the activities ofnecessary participants. The final part of themodel is Outcomes, the results the plan ismeant to accomplish, which also provide away to evaluate its success. The task forcedivided the outcomes into short-term (2years), mid-term (3 years), and long-term (4-5years).


FIGURE 10. IPE STRATEGIC PLANNING LOGIC MODEL

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The development of a logic model is aniterative process, requiring the identificationof the desired outcomes and then theparticipants and resources that will producethe outcomes along with the inputs thatneeded to carry out the activities. Milestoneoutcomes that will serve to evaluate progressover time are articulated and inputs,participants, and outputs are then reviewedand modified to ensure that the outcomeswill be achieved. The model presents onlymajor milestones, in general terms, withinterim steps and details (exactly whichfaculty members need to be involved, thespecific steps in developing a curriculum)fleshed out at a later point. The logic modelrepresents the entire project of establishing asuccessful IPE program at UIC, although it isexpected that there will be some changes tointerim steps as well as additional outcomesas the plan is implemented. In developing thelogic model, the task force considered a widerange of outcomes that the UIC IPE programcould achieve including learning outcomesfor pre- and post-licensure learners,outcomes for UIC as an institution, andoutcomes for the communities that UICserves.

The work required by participants tocomplete the activities and to achieve theoutcomes is complex, as can be seen inFigure 10. Participants utilize a number of theidentified inputs to complete each activity.The participants in the activity are varied,with some having a major role and othersproviding expertise and guidance. AppendixH provides an example of the completion ofone activity—the development of the UIC IPEcurriculum.

The learning outcomes go beyonddemonstrating knowledge and understandingof the IPEC Competencies, the value of IPEand collaborative practice, and the roles ofvarious health professions involved inpatient-centered care teams. Some learningoutcomes are the same for pre- and post-licensure learners because both categoriesare working towards the development ofcompetence in interprofessionalcollaboration. However there will bedifferences because of practice experienceand because for the most part, post-licensurelearners have a focus on a specific patient

population or practice setting and their rolesoften go beyond patient care.

Pre-licensure learners would be expected to:

1. develop systems thinking;

2. efficiently and effectively collaborate toattain the common goal of improvinghealth care locally and globally across thespectrum from prevention to treatment;

3. demonstrate the ability to usecollaborative competencies to addresssignificant health care challenges such asobesity and oral health; and

4. function at the intersection of practiceand scholarship to serve as both leadersand scholars to reduce health disparities.

Post-licensure learners would also beexpected to achieve learning outcomesrelated to the use of principles ofcollaborative practice in quality improvementwithin their specific practice environmentand would also be expected to demonstratehigher level outcomes such modelingcollaborative behavior and mentoringstudents and colleagues.

Because UIC is a health care provider as wellas an educational and research institution,the UIC IPE program will impact both healthcare delivery and health care education:

1. Collaborative practice at all relatedclinical entities (UI Health, OSF St.Francis Medical Center, UnityPointHealth and other regional hospitals) willlead to progress toward the achievementof the Triple Aim.

2. UIC’s clinical and community partnersacross the state will provide UIC studentexperiences with collaborative practice inaction.

3. Involvement in IPE student instructionwill assist clinical partners in meetinghealth care reform requirements and intransforming health care delivery as theeffects of the Affordable Care Actcontinue to unfold.

4. Within the UIC system, health careproviders will perform in a patient-centered environment that will drawseamlessly on the expertise of relatedprofessionals in providing needed care.


5. Prevention and population health will beunderstood and integrated into thecollaborative practice of all UIC-affiliatedhealth professionals.

6. UIC health professions graduates andUIC health professionals willdemonstrate expertise in therapeuticcommunication techniques withcolleagues, patients, and families aroundcare/management provision.

7. UIC health professionals and UI Healthstaff will demonstrate expertise inincluding the patient, family, and/orcommunity in providing efficient,effective, health care that achieves goalsthat are determined by the recipient.

Finally, partnerships between UIC andcommunity organizations and practitionersmean that a successful IPE program will offerthese community outcomes:

1. UIC-led collaborative practice initiativescontribute to the reduction of healthdisparities in local communities and helpeffectively and efficiently address thesocial determinants of health.

2. UIC provides training in collaboration forthe local health workforce.

3. UIC provides innovative opportunitiesfor the continuing professionaldevelopment of collaborativecompetence for clinicians andorganization (e.g., Patient Safety SummerCamp)

E. THE DEVELOPMENT OF A MISSIONSTATEMENT

There was no pre-existing mission statementfor IPE at UIC. In part because of theimpending appointment of a Vice Chancellorfor Health Affairs and probable changes inthe organization of health-related operations,the task force initially chose to use theprinciples of IPE and our experience with IPEat UIC as the basis of this plan. As the taskforce neared the end of its work, however, itwas clear that some themes had emerged sostrongly that they appeared to beunmistakably fundamental concepts (Figure11). The task force members determined theycould articulate a mission statement thatcould serve to direct the implementation ofthe UIC IPE strategic plan.


FIGURE 11. FUNDAMENTAL CONCEPTS FOR IPE AND ICP AT UIC

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The resulting draft mission of IPE at UIC isdirectly tied to the campus’s missionstatement, which includes this clause: “Totrain professionals in a wide range of publicservice disciplines, serving Illinois as theprincipal educator of health scienceprofessionals and as a major health careprovider to underserved communities”(www.uic.edu/about). The focus onunderserved communities and healthdisparities is part of UIC’s commitment tosocial justice, which also underlies the IPEproject.31

Drawing on the fundamental concepts thathad been repeatedly articulated, theinformation that came from the SWOTanalysis and PEST environmental scan, theIPEC core competencies and other sharedunderstandings of IPE’s purpose, the taskforce created this draft mission for a UIC IPEprogram:

The mission of interprofessional education(IPE) at the University of Illinois at Chicago(UIC) across all its campuses is to createtransformational change in health professionseducation and health care service delivery.This mission is accomplished by deliveringevidence-based learning experiences thatbuild collaborative competence and fosterinterprofessional scholarship andcollaborative practice across academicprograms, clinical services, and communitypartners with focused attention to the pressingneeds of underserved individuals andpopulations.

III. CONCLUSION ANDRECOMMENDATIONS

Efforts to improve the quality of health care inthe US while at the same time constraining orreducing costs has aroused significantinterest in IPE and collaborative practice. Ithas also led to the implementation ofprograms, despite the incomplete evidencesupporting collaborative practice as effective

in reducing costs or improving outcomes.There is evidence of positive impacts onoutcomes such as knowledge of roles andresponsibilities, attitudes towardsinterprofessional collaboration andteamwork, reduced stress on health careproviders and patients, and on improvedclinical results. There are also a few examplesof null or even negative outcomes.32

Nonetheless, the forces driving theimplementation of IPE are strong, and it iscritical that UIC approaches the developmentof an IPE curriculum with careful attention tothe approaches that are theoretically basedand have been systematically tested soimplementation proceeds using the bestavailable evidence and practices. Closeattention to the national and internationalleaders in IPE will assist UIC in developing anIPE curriculum that leads to desiredoutcomes for all stakeholders.

While there are many reasons to be confidentthat UIC can achieve the outcomes outlinedin the logic model, these particularchallenges must be addressed in order toestablish a successful IPE curriculum at UIC:

• UIC’s decentralized governance andbudget models make it difficult tocoordinate a program that requires thehealth science colleges, UI Health, and allsix campuses to work together.

• Current methods of assessing workloadand rewarding performance make itdifficult for faculty members to be activeparticipants in a campus-wide curriculumproject.

• The state’s economic environment makesit difficult to find permanent funding forthe development and implementation ofan IPE curriculum at UIC.

In considering the four questions asked in itsoriginal charge, the task force responds asfollows:

31 http://www.uic.edu/depts/oaa/sji/index.html.32 Olson R, Bialocerkowski A. Interprofessional education in allied health: A systematic review. MEDU Medical Education 2014, 48(3), 236-246.Thistlethwaite J, Moran M. Learning outcomes for interprofessional education (IPE): Literature review and synthesis. Journal of Interprofessional Care2010, 24(5), 503-513. Kenaszchuk C, Rykhoff M, Collins L, McPhail S, van Soeren M. Positive and null effects of interprofessional education onattitudes toward interprofessional learning and collaboration. Advances in Health Sciences Education 2012, 17(5), 651-669.


1. What are the desired learning outcomes forpre- and post-licensure IPE at UIC?

Desired learning outcomes applicable to bothpre- and post-licensure IPE are described bythe IPEC Core Competencies forInterprofessional Collaborative Practice(Figures 2 and 3). The two groups of learnersare at different levels of professionaldevelopment, but across the health caresystem at large, neither group has collectivelydemonstrated achievement of theseoutcomes. The Logic Model for IPE at UIC(Figure 10) indicates that the curricula forstudents and post-licensure learners will bedifferentiated as reflected in some higherlevel outcomes expected for post- licensurelearners. For example, a learning outcome forUIC’s pre-licensure students might be toexplain one’s professional role to others,while for post-licensure practitioners theoutcome would be more advanced such asaddressing overlapping scopes of practice bynegotiating professional roles within the careof a particular patient.

While the immediate focus of the IPEinitiative has been on the health sciencecolleges, the task force also considered thepotential for the involvement of otherprograms and colleges. The IPE program mayeventually include pre-health professionsstudents as well as students in the Colleges ofEngineering and Education and programs inthe College of Liberal Arts and Sciences, suchas psychology and sociology, with learningoutcomes that address the interaction of thehealthcare system with the education, socialservices, and criminal justice systems.

2. What are the basic elements andorganizational structure of educationalprograms to achieve those outcomes?

CEIPE provided the structure for IPE for thefirst several years, depending primarily onfaculty volunteers and support from a varietyof university sources and external funding. Allseven health science colleges and all UICcampuses have required their students’participation in IPE events, and the Provost’soffice made a two-year commitment ofresources, housed within the Office of theVice Provost for Programs and Planning, tosustain current IPE activities and to carry outa strategic planning process. All of this

support has been invaluable in moving UIC’seffort to its current state, but in order to havea sustainable program, financial resourcesmust be institutionalized and policy changesare needed. It will be especially crucial thatparticipating faculty and staff members—both active CEIPE members and those whoparticipate by, for example, facilitating atimmersion events—receive appropriaterecognition of their participation and rewardfor their contributions. (We discuss thisfurther in our response to Question #3 below.)

The Logic Model identifies the basic elements(inputs) needed to move forward , such as theestablishment of an IPE function/office, fulluse of available educational and informationtechnology, space, instructional equipmentand supplies, library resources, and a budget.The advancement of an IPE curriculum alsorequires that human resource and otherneeds specific to IPE are addressed. BecauseIPE operates across all seven health sciencecolleges—and may expand to includeprograms in others—it is critical to designatea leader or leaders who can not only educateinternal and external stakeholders about theplan, but find ways to ensure itsimplementation. A Steering Committee,ideally made up of CEIPE members and selectothers, will provide additional expertise.Advisory groups that include keystakeholders from the educational programs,the clinical enterprise, and the communitywill not only demonstrate buy-in from thegroups they represent, but also ensure thatthe IPE curriculum is fully vetted withconstituents. Essential to these efforts,however, is an organizational structure thatallows IPE to bring together individualcolleges—and UIC’s six campuses—not onlyto work together on developing a campus-wide curriculum, but to enable students tofollow it. Assembling students from all sevenhealth science colleges for a one-dayimmersion event is a challenge butincorporating IPE experiences within existingcurricular structures will present a differentset of challenges. Addressing restrictions thatmay prevent health professions studentsfrom full participation in an IPE curriculum,such as differences among colleges’ awardingof credit and evaluation of off-site clinicalexperiences, and tuition differentials, willrequire broad campus buy-in and activeparticipation. Inclusion of college and


campus representatives in the SteeringCommittee, advisory groups, and IPEactivities will help to build an IPE communitythat supports both pre- and post-licensurelearners.

3. What are the predominant challenges tothe implementation of IPE on campus andhow might those challenges be addressed?Consider cross-college sharing of credithours, tuition revenue, establishment of IPEclinical electives, and the financing of thoseIPE initiatives.

As the task force’s SWOT and PEST analysesshow, UIC’s rich health educationenvironment—one of our greateststrengths—also presents some of our greatestchallenges. The facilitating factors and thebarriers to implementation of IPE commonlynoted at many academic institutions andhealthcare delivery systems are evident hereas well. The number of health professionseducation programs and campuses (Figure12) also suggests that a “one size fits all”model for all colleges and campuses will notwork. Each program and UIC campus havedifferent resources and will have differentneeds, depending on their configuration andthe size of individual programs. Differences inprogram size and differences in tuition acrossprograms will need to be considered in thebudgeting process as will tuition flow and theways in which awarding of academic creditaffects budgeting and revenue. As alreadynoted, UIC does not have a mechanism forfunding, budgeting, and managing resourcesacross colleges, and between the colleges andthe health care enterprise butimplementation of an IPE program will beimpeded if these mechanisms are notdeveloped. Up to this point, IPE has beenfunded through individual initiatives (such asgrants) and funding of specific events such asthe Spring IPE Immersion Day. There isneither a longitudinal nor a comprehensivefinancial structure in place to continue it. Amethod of distributing tuition revenue,sharing the funding of cross-college courses,and supporting faculty and staff participationwill be needed.

While colleges usually operate independentlyof one another in making decisions aboutcurriculum, program development, facultyworkload, and so on, establishing an IPE

program requires cross-college cooperationand equal treatment of participatingstudents, faculty, and staff.

Faculty involvement is obviously critical tothe success of any IPE effort and those whoparticipate must be able to dedicate time toIPE without risk of being penalized in thepromotion and tenure process. UIC isfortunate to have had many committedfaculty who have chosen to be involvedbecause of their personal interest and valuefor IPE and collaborative practice. Ifinvolvement in IPE is not formally andconsistently acknowledged as a responsibilitythat is on par with other assigned facultywork than it will be difficult to sustain thenecessary commitment. Whilemultidisciplinary and interdisciplinary workis currently documented in promotion andtenure review, colleges vary in the ways inwhich those terms are defined and collegesand departments also vary in the valueassigned to accomplishments that are a resultof working as a member of a team vs.accomplishments that result from individualeffort.

Students will be participating in IPEexperiences with students from colleges otherthan their own and equal credit should beassigned for participation regardless of thecollege of enrollment. This will require reviewof how credit is awarded for cross-collegecourses or co-curricular activities. At thesame time, the IPE curriculum will need to beconstructed with consideration the variety ofcourses, clinical experiences, and relatedactivities that are already required of pre-licensure students in different colleges. Thosedesigning the IPE curriculum will need to beknowledgeable about existing curriculacontent and structure in order tocomplement, rather than duplicate learningexperiences that may already exist in specificprograms.

The relationship between UIC health sciencescolleges and clinical and community partnersis also a critical factor in the success of IPE.IPE must be conducted, at least in part, in theclinical setting, so partnerships with clinicalsettings of sufficient number and breadth ofpractice is likely to present a challenge. UIC’sown health system, UI Health, providesclinical and practicum experiences for a large


portion of the health professions programs atthe Chicago campus and therefore has astrong focus in this plan. UI Health willbenefit from development of collaborativepractice throughout the clinical enterpriseand UIC’s health professions educationprograms will benefit if UI Health becomesknown for excellence in collaboration.However, while UI Health is specificallyincluded in the plan, because clinical andcommunity partners across the state andacross the country provide clinical educationexperiences for UIC students from allcampuses, it is also important that UICreaches out to its clinical partners beyond theChicago campus and assists with thedevelopment of collaborative practice at allsites in order to ensure that UIC students areeducated in settings where collaborativepractice is appropriately modeled.

4. How can UIC capitalize on the scope ofhealth professions education provided byUIC across all [six] campuses to gainrecognition as a statewide and nationalleader in IPE?

The colleges and departments that provideUIC health professions education programsrepresent a wide range of perspectives onhealth and health care and those perspectiveswill all contribute to a well informedcurriculum. A comprehensive programevaluation plan will provide a structure inwhich to test the quality and validity of theIPE curriculum. Data collected as part of theevaluation plan will inform continuousprogram improvement efforts and willprovide opportunities for scholarship.Publication and presentation of scholarlywork will help UIC successfully compete forexternal funding and will provide opportunityto increase the visibility of faculty at nationaland international conferences.

There is a need for training in collaborativepractice for the tens of thousands of healthcare professionals in Illinois and other statesand UIC can capitalize on its experience witha diversity of health professionals, patientpopulations, and instructional resources toprovide continuing professional developmentfor many professions. UIC can also capitalizeon the scope of health professions present atUIC to attract top applicants who are looking

for training in collaborative practice or forresearch opportunities in IPE and ICP.

As one of three campuses within theUniversity of Illinois system and one that hasmultiple campuses of its own, UIC has aunique set of opportunities (Figure 12). It hasboth an urban (Chicago) and a rural mission(Rockford), state-of-the-art educationalresources exist across campuses (Peoria’sJump Trading Education & SimulationCenter), and there are strong regional clinicalpartners such as the OSF Health System. Thediversity of educational, service, and researchpossibilities positions UIC to make importantcontribution to both educational and healthoutcomes.

UIC plays a central role in the education ofhealth professionals for the State of Illinois; infact, this is an explicit element of our mission.This includes not only physicians, registerednurses, pharmacists, and advanced practicenurses, but all members of the health careteam, including those who do not providedirect patient care and therefore may beinvisible to patients, such as health careadministrators, public health practitioners,librarians, health informaticians and healthinformation managers. It also includes thoseclinical care providers who have traditionallybeen marginalized or underutilized, such associal workers, occupational therapists,physical therapists, dieticians, and dentists.As health care reforms continue to moveforward, there is a pressing need to ensurethat regulation does not limit the potential forthe use of the full scope of education eachprofessional completes. Given the variety andnumber of health care professions educationprograms currently graduating students fromUIC and because UIC is recognized as animportant provider of health care services inthe Chicago metropolitan area and beyond,we are in a position to drive transformationalchange in health professions educationaimed at achieving the Triple Aim.

The following are the recommended nextsteps in the implementation of a UIC IPEStrategic Plan:

1. Establish a central home for IPE withappropriate financial resources.


2. Create a UIC campus-level position toprovide leadership for the IPE programacross the UIC campuses to implementthe strategic plan. This campus-levelposition must be established along withthe development of a regionallydistributed shared leadership model andappropriate infrastructure at each UICcampus.

3. Formally recognize the Collaborative forExcellence in Interprofessional Education(CEIPE) as the steering committee for IPEacross campuses.

4. Establish a subcommittee of CEIPE (withadditional members as needed) to focuson the development of collaborativepractice at UI Health and at other clinicalpartners.

5. Establish an Advisory Board that includesfaculty, community agencies and otherpartners, patients and families,clinicians, students, and representativesof key UIC units from all campuses.

Following these steps, the groups willundertake the activities identified in the logicmodel including curriculum development,

faculty development, creation of acomprehensive evaluation plan, andintegration of IPE into the orientation andtraining of staff at UI Health. These activitieswill require involvement beyond the IPESteering Committee and Advisory Board toinclude other UIC units that have thenecessary expertise and responsibility forfunctions that are essential to the completionof particular activities.

This plan has been developed in recognitionthat health care, higher education, and thefinancial environment in the state of Illinoisare undergoing rapid and dramatic shiftscoincident with and related to regionaldemographic changes, new health carepayment and delivery models, and concernsover the cost of educating health careprofessionals. The outcomes that this plan isdesigned to achieve will remain constant, butcontinuous monitoring and adaption to theexternal environment are of utmostimportance. While UIC has begun developinghigh quality IPE learning experiences thepositive outcomes associated with this planare overdue and execution should beginexpeditiously.


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ACKNOWLEDGEMENTS

On behalf of the UIC IPE Strategic Planning Task Force, co-chairs Abbas Hyderi and Mary Keehn would like toacknowledge the valuable contributions of Vice Provost for Programs and Planning, Saul Weiner, MD, and Assistant ViceProvost, Laura Stempel, PhD, in the work of the task force and in the preparation of this report.

Wai- Man Chan, Student in the Biomedical Visualization and Information Sciences program in the College of AppliedHealth Sciences created the graphical images in this report.


Dow AW, Blue A, Konrad SC, Earnest M, Reeves S. The moving target: Outcomes ofinterprofessional education. J Interprof Care. 2013 Sep;27(5):353-5.

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ADDITIONAL RESOURCES



American Interprofessional Health CollaborativeA U.S. based interprofessional organization

Canadian Interprofessional Health CollaborativeA Canadian based national hub for interprofessional education, collaboration in healthcarepractice and patient-centred care.

National Academies of Practice A non-profit interprofessional organization founded to advise governmental bodies on the UShealthcare system to support affordable, accessible, coordinated quality healthcare for all.

Macy FoundationThe Josiah Macy Jr. Foundation is private foundation dedicated to improving the health of thepublic by advancing the education and training of health professionals. InterprofessionalEducation and Teamwork is one of the foundations 5 priorities.

The Interprofessional Education CollaborativeA collaborative of six national education associations of schools of the health professionsformed to promote and encourage constituent efforts that would advance substantiveinterprofessional learning experiences to help prepare future health professionals for enhancedteam-based care of patients and improved population health outcomes

National Center for Interprofessional Practice and EducationThe National Center for Interprofessional Education (also called The NEXUS) is funded by agrant from the Health Resource Services Association and by private foundations to to providethe leadership, evidence and resources needed to guide the nation on the use ofinterprofessional education and collaborative practice as a way to enhance the experience ofhealth care, improve population health and reduce the overall cost of care. We do this byaligning interprofessional education and collaborative practice (the “new IPE”) withtransforming health care delivery.

WEB RESOURCES

https://aihc-us.org/

http://www.cihc.ca/

http://www.napractice.org/

http://macyfoundation.org/

https://www.ipecollaborative.org/

https://nexusipe.org/

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