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Contacts: Rebecca M. Morgan Retha Sherrod Director of Communications Director of Public Relations AACP AAMC 703-739-2330 Ext

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Contacts: Rebecca M. Morgan Retha Sherrod Director of Communications Director of Public Relations AACP AAMC 703-739-2330 Ext Contacts: Rebecca M. Morgan Retha Sherrod Director of Communications Director of Public Relations AACP AAMC 703-739-2330 ext. 1032 202-828-0975 [email protected] [email protected] Health Educators, Foundations Announce Competencies and Action Strategies for Interprofessional Education Washington, D.C., May 10, 2011—Two new reports released today by six national health professions associations and three private foundations recommend new competencies for interprofessional education in the health professions, and action strategies to implement them in institutions across the country. By establishing these competencies, the proponents believe our nation’s health care system can be transformed to provide collaborative, high-quality, and cost- effective care to better serve every patient. The first report, Core Competencies for Interprofessional Collaborative Practice, was produced by an expert panel convened in 2009 by the Interprofessional Education Collaborative (IPEC), a unique partnership of six associations—the American Association of Colleges of Nursing, the American Association of Colleges of Osteopathic Medicine, the American Association of Colleges of Pharmacy, the American Dental Education Association, the Association of American Medical Colleges, and the Association of Schools of Public Health. Interprofessional education, as defined by the World Health Organization, involves shared learning among students from two or more health professions. The panel was charged with identifying individual-level core interprofessional competencies for future health professionals. It proposed four domains of core competencies needed to provide integrated, high-quality care to patients within the nation’s current, evolving health care system. It also identified 38 specific subcompetencies that describe the essential behaviors across the four domains. Overall, the panel recommends that future health professionals be able to: Assert values and ethics of interprofessional practice by placing the interests, dignity, and respect of patients at the center of health care delivery, and embracing the cultural diversity and differences of health care teams. Leverage the unique roles and responsibilities of interprofessional partners to appropriately assess and address the health care needs of patients and populations served. --more-- Page 2—Interprofessional education reports Communicate with patients, families, communities, and other health professionals in support of a team approach to preventing disease and disability, maintaining health, and treating disease. Perform effectively in various team roles to deliver patient/population-centered care that is safe, timely, efficient, effective, and equitable. The second report, Team-Based Competencies, Building a Shared Foundation for Education and Clinical Practice, was the result of a conference, sponsored by the Health Resources and Services Administration, the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, and the ABIM Foundation in partnership with IPEC. The meeting, held in February 2011, brought together more than 80 leaders from various health professions to preview the core competencies presented by IPEC, and create action strategies that would use them to “transform health professional education and health care delivery in the United States.” Conference participants developed the following action strategies to implement the IPEC core competencies and move to a system of educating health professionals to work collaboratively: 1) Communicate and disseminate the core competencies to key stakeholders—academic deans, policymakers, and health care leaders—and launch an education campaign that makes the critical link between collaborative health care teams and providing high- quality, safe, and cost-sensitive treatment. 2) Prepare faculty for teaching students how to work effectively as part of a team and encourage all health professions to use the competencies in their fields. 3) Develop metrics for interprofessional education and collaborative care to help advance team-based competencies in teaching and practice. 4) Forge partnerships among the academic community, health care providers, and government agencies to advance interprofessional education. The Interprofessional Education Collaborative and the foundations believe that establishing these core competencies for health professionals will provide the valuable transformative direction needed to improve the nation’s health care system. ### Fact Sheet What is Interprofessional Education (IPE)? Participating Organizations “Interprofessional education occurs when students from • American Association of Colleges of Nursing (AACN) two or more professions learn about, from, and with each • American Association of Colleges of Osteopathic other to enable effective collaboration and improve health Medicine (AACOM) outcomes. Once students understand how to work inter- professionally, they are ready to enter the workplace as a • American Association of Colleges of Pharmacy (AACP) member of the collaborative practice team. This is a key • American Dental Education Association (ADEA) step in moving health systems from fragmentation to a • Association of American Medical Colleges (AAMC) position of strength.” • Association of Schools of Public Health (ASPH) Source: World Health Organization (WHO). (2010). Framework for action on interprofessional education & collaborative practice. Geneva: World Health Organization. Retrieved April 11, 2011 from http://whqlibdoc.who.int/ hq/2010/WHO_HRH_ HPN_10.3_eng.pdf. Foundation Supporters • American Board of Internal Medicine Foundation About the Interprofessional Education Collabora- • Josiah Macy Jr. Foundation tion (IPEC) • Robert Wood Johnson Foundation In 2009 six national education associations of schools of the health professions formed a collaborative to promote and encourage constituent efforts that would advance substantive interprofessional learning experiences to help prepare future clinicians for team-based care of patients. These organizations that represent higher education in allopathic and osteopathic medicine, dentistry, nursing, pharmacy, and public health would come to create core competencies for interprofessional collaborative practice that can guide curricula develop- ment at all health professions schools. Although the panel focused its recommendations on the professions of medicine, nursing, pharmacy, dentistry, and public health, the IPEC hopes to engage other health pro- fessions with the release of its final report. About the Participating Organizations American Association of Colleges of Nursing American Dental Education Association (ADEA) (AACN) The American Dental Education Association (ADEA) is the The American Association of Colleges of Nursing (AACN) voice of dental education. Its members include all U.S. and is the national voice for university and four-year college Canadian dental schools and many allied and postdoctoral education programs in nursing. Representing more than dental education programs, corporations, faculty, and stu- 660 member schools of nursing at public and private in- dents. The mission of ADEA is to lead individuals and in- stitutions nationwide, AACN’s educational, research, gov- stitutions of the dental education community to address ernmental advocacy, data collection, publications, and contemporary issues influencing education, research, and other programs work to establish quality standards for the delivery of oral health care for the health of the pub- bachelor’s- and graduate-degree nursing education, as- lic. ADEA’s activities encompass a wide range of research, sist deans and directors to implement those standards, advocacy, faculty development, meetings, and commu- influence the nursing profession to improve health care, nications like the esteemed Journal of Dental Education, and promote public support of baccalaureate and gradu- as well as the dental school admissions services AADSAS, ate nursing education, research, and practice. Website: PASS, and CAAPID. Visit www.adea.org to learn more. www.aacn.nche.edu Association of American Medical Colleges (AAMC) American Association of Colleges of Osteopathic The Association of American Medical Colleges (AAMC) is Medicine (AACOM) a not-for-profit association representing all 134 accredited The American Association of Colleges of Osteopathic Med- U.S. and 17 accredited Canadian medical schools; nearly icine (AACOM) was founded in 1898 to support and as- 400 major teaching hospitals and health systems, includ- sist the nation’s osteopathic medical schools, and to serve ing 62 Department of Veterans Affairs medical centers; as a unifying voice for osteopathic medical education. and nearly 90 academic and scientific societies. Through AACOM’s mission is to promote excellence in osteopathic these institutions and organizations, the AAMC represents medical education, in research, and in service, and to fos- 128,000 faculty members, 75,000 medical students, and ter innovation and quality among osteopathic medical col- 110,000 resident physicians. Additional information about leges to improve the health of the American public. the AAMC and U.S. medical schools and teaching hospitals is available at www.aamc.org/newsroom. American Association of Colleges of Pharmacy (AACP) Association of Schools of Public Health (ASPH) Founded in 1900, the American Association of Colleges The Association of Schools of Public Health is the only na- of Pharmacy (AACP) is a national organization represent- tional
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