Name
F3 - The Whole as More Than the Sum of its Parts: Creating Synergy through Interprofessional Collaboration and Education
Date
Thursday, April 18, 2024
Time
1:30 PM - 2:30 PM (EDT)
Speakers
Description
Building collaborative clinic pathways can prepare pediatric teams to deliver high-quality integrated care, and evidence shows that professionals educated in collaborative care approaches can improve access, quality, and care experience for children with BH needs. However, professional education still occurs in siloes. Thus, interprofessional education typically happens at the practice/clinic level and is highly context-dependent.
Collaborative pathways must align with how primary care is delivered, often requiring role and task definition and re-definition. These and other factors, such as provider attitudes, lack of understanding of each other's roles, and lack of time and resources, are identified barriers to building successful interprofessional collaboration. To prepare integrated teams for collaborative practice, practice-based interprofessional education should target general and context-specific operational and attitudinal challenges.
This presentation will provide an overview of the interprofessional collaboration literature and illustrate the role of interprofessional education in successfully implementing collaborative clinic pathways across two pediatric settings.
Session Type
Concurrent
Objective 1
Identify both general and context specific challenges and facilitators to interprofessional collaboration in their practice.
Objective 2
Learn two practical strategies for building and implementing collaborative clinic pathways in a pediatric setting.
Objective 3
Learn to develop context-informed ways to provide education to facilitate interprofessional collaboration in pediatric settings.
Content Reference 1
Bookey-Bassett, S., Espin, S., & Lawrence, K. (2022). The role of interprofessional education in training healthcare providers for integrated healthcare: A scoping review. Health, Interprofessional Practice and Education, 4(3), 2191. https://doi.org/10.7710/2641-1148.2191
Content Reference 2
Hall, J., Cohen, D. J., Davis, M., Gunn, R., Blount, A., Pollack, D. A., Miller, W. L., Smith, C., Valentine, N., & Miller, B. F. (2015). Preparing the workforce for behavioral health and primary care integration. Journal of the American Board of Family Medicine : JABFM, 28 Suppl 1(Suppl 1), S41–S51. https://doi.org/10.3122/jabfm.2015.S1.150054
Content Reference 3
Luig, T., Asselin, J., Sharma, A. M., & Campbell-Scherer, D. L. (2018). Understanding implementation of complex interventions in primary care teams. The Journal of the American Board of Family Medicine, 31(3), 431–444. https://doi.org/10.3122/jabfm.2018.03.170273
Content Reference 4
World Health Organization. Framework for action on interprofessional education and collaborative practice. Geneva, World Health Organization, 2010.
Content Reference 5
Yonek, J., Lee, C. M., Harrison, A., Mangurian, C., & Tolou-Shams, M. (2020). Key components of effective pediatric integrated mental health care models: A systematic review. JAMA pediatrics, 174(5), 487–498. https://doi.org/10.1001/jamapediatrics.2020.0023
CEUs and CME
1 CEU/CME
