New publication featuring update on 2022 IPR.Global Situational Analysis research

The status of interprofessional education (IPE) at regional and global levels – update from 2022 global IPE situational analysis

Hossein Khalili, Kelly Lackie, Sylvia Langlois, Camila Mendes da Silva Souza & Lisa-Christin Wetzlmair

Journal of Interprofessional Care (2023)

ABSTRACT

This short report is based on the 2022 Global IPE Situational Analysis Results e-Book that is available at https://interprofessionalresearch.global/. As an up-to-date global environmental scan of interprofessional education (IPE), this cross-sectional study investigated institutional, administrative, and system-level processes that support IPE program development and implementation globally. Conducted by InterprofessionalResearch.Global (IPR.Global), the survey included 17 quantitative questions that were analyzed at global and regional levels. Three open-text questions were thematically analyzed. In total, 152 institutions from six regions worldwide contributed to this study. Results revealed that only 51.97% of all responding institutions have an established IPE program, with Canada and the USA having the highest (84%) and Africa (26%) having the lowest numbers. Globally, 37.33% of respondents reported no formal leadership positions and 41.33% reported the absence of a designated IPE Director or Coordinator. In addition, IPE funding varies considerably across the world, with 32.65% of institutions reporting no financial support. Over 48.22% of respondents indicated their institutions are rarely or not involved in IPE-related scholarly work or research. The open-text analysis revealed that supportive senior leadership, a culture of collaboration, and recognition of IPE as a strategic direction and/or priority at the institutional level, could foster the successful implementation of IPE. On the other hand, inadequate administrative support, lack of funding, poor attitudes regarding IPE, and limited dedicated time for research, seemed to impair successful implementation of scholarly activities in the field.

Access the full article here: https://www.tandfonline.com/doi/full/10.1080/13561820.2023.2287023

Access the full IPR.Global Situational Analysis Report here: https://interprofessionalresearch.global/2022-global-ipe-situational-analysis-results/

CITATION

Hossein Khalili, Kelly Lackie, Sylvia Langlois, Camila Mendes da Silva Souza & Lisa-Christin Wetzlmair (2023) The status of interprofessional education (IPE) at regional and global levels – update from 2022 global IPE situational analysis, Journal of Interprofessional Care, DOI: 10.1080/13561820.2023.2287023

New IPR Global Publication on the Impact of COVID-19 Pandemic on IPECP Around the Globe

The Interprofessional Research Global (IPR Global) COVID Impact Survey Group is pleased to share that an article reporting the results of  Phase 1 of the survey, The perceived impact of the COVID-19 pandemic on interprofessional education and collaborative practice: preliminary results from phase I of a global survey, was published online by the Journal of Interprofessional Care authored by Andreas Xyrichis, Hossein Khalili, Dean Lising, Mukadder İ̇nci Baser Kolcu, Ghaidaa Najjar and Sylvia Langlois.

The COVID-19 pandemic has had a sizable effect on interprofessional education and collaborative practice (IPECP) globally, yet much of the available literature on the topic remains anecdotal and locally bounded. This body of literature reflects celebratory and aspirational reports, with many case studies of successful response and perseverance under conditions of extreme pressure. There is, however, a more worrisome narrative emerging that pointed to differences in pandemic response with concerns raised about the sustainability of IPECP during and after the pandemic. The COVID-19 task force of Interprofessional Research Global (IPR Global) set out to capture the successes and challenges of the interprofessional community over the pandemic through a longitudinal survey, with a view to inform global attempts at recovery and resilience. 

In this article, we report preliminary findings from Phase 1 of the survey. Phase 1 of the survey was sent to institutions/organizations in IPR Global (representing over 50 countries from Europe, North and South America, Australia, and Africa). The country-level response rate was over 50%. Key opportunities and challenges include the abrupt digitalization of collaborative learning and practice; de-prioritization of interprofessional education (IPE); and rise in interprofessional collaborative spirit. Implications for IPECP pedagogy, research, and policy post-pandemic are considered. 

To read the full paper, please visit https://www.tandfonline.com/doi/full/10.1080/13561820.2023.2220739  

IPR.Global Members Provide Online Workshop on Mixed-Methods Research Design and Collaborative IPECP Scholarship

The Network: Towards Unity for Health Online Community (TUFH) Workshop 

Using Mixed-Methods Research Methodology to Design and Evaluate Interprofessional Education and Collaborative Practice (IPECP) Initiatives

Date: December 8, 2022 12:00 PM - 1:30 PM UTC

Venue: Zoom - Free of Charge

Registration Link: https://tufh.org/events/99452/registration 

Description:

Despite improvements in the quantity and quality of evaluative research on interprofessional education, and collaborative practice and care (IPECP), there is still much to be achieved. The research agenda for IPECP should elevate the process of enquiry by focusing on examining and determining the impact of IPECP on service users. The rigorous assessment and evaluation of IPECP initiatives are essential to advancing the discipline. Mixed-methods research can assist IPECP researchers/scholars in producing comprehensive quantitative and qualitative evidence that uncovers multiple perspectives of both paradigms to determine the impact of IPECP on safe high-quality care; understanding the complexity of health care costs; determining ‘collaborative practice-readiness of health and social care professionals; and ultimately improving population and public health. Intended Outcomes: This workshop aims to connect current investigators who wish to understand IPECP and generate new knowledge in this area, using a mixed methodological approach. Participants will be introduced to the principles and key decisions necessary for rigorous mixed-methods research, and how it can be applied by practitioners, educators and health administrators to evaluate IPECP.

Presenters:

Hossein Khalili, RN, BScN, MScN, PhD, FNAP, Director, UW Centre of Interprofessional Practice & Education, University of Wisconsin; President, InterprofessionalResearch.Global

Barbara Maxwell, PT, Ph.D., DPT, MSc, Cert THE, FNAP, Associate Dean & Director INdiana University Center for Interprofessional Practice and Education Professor of Physical Medicine & Rehabilitation, School of Medicine, Indiana University

Dean Lising, BSc, BScPT, MHSc, Team-Based Practice and Education Lead, Director, BOOST! Program, Centre for Interprofessional Education, Lecturer, Department of Physical Therapy, Faculty of Medicine, University of Toronto

Andrea Pfeifle, EdD PT FNAP, Associate Vice Chancellor for Interprofessional Practice and Education, The Ohio State University

Veronica O'Carroll, RN, BA(Hons), MSc, PhD.  Director of Postgraduate Teaching, School of Medicine, University of St Andrews, Scotland UK

Zaid Al-Hamdan RN, PhD, Professor, Faculty of Nursing, Jordan University of Science and Technology, Irbid, Jordan

Outcomes for Participants:

At the end of  the Workshop participants will be able to:

• Understand the value and impact of mixed methods approaches to IPECP assessment, evaluation, and research.
• Contrast principles and decision-making processes in rigorous mixed-methods IPECP research.
• Apply learnings to participant’s context of practice, education, and research agenda using group knowledge co-creation and integration.

Agenda:

1. Round table introductions and sharing experience and one personal goal of the workshop
2. Quick review of research in IPECP
3. Overview of commonly used mixed-method research methodology (and their common designs) in IPECP
4. Small Group Activity - Research knowledge integration: applying mixed-method research methodology in real case scenarios
5. Report out and next steps
6. Wrap Up

We recommend you to read the following article prior to the event: 

Khalili H, Breitbach A, Jensen G, King S, Maxwell B, Nickol D, et al. Global leadership in IPECP research; an intro to co-creation of best practice guidelines. Journal of Interprofessional Education & Practice. 2021;24:100445. 

New Textbook Features International Approaches to IPECP at the Micro, Meso, and Macro Levels

Interprofessional Education and Collaborative Practice: International Approaches at the Micro, Meso, and Macro Levels (Dawn Joosten-Hagye and Hossein Khalili, Editors) is a new textbook featuring contributed chapters written by practitioners, scholars, researchers, and students within the health care discipline, Interprofessional Education and Collaborative Practice: International Approaches at the Micro, Meso, and Macro Levels assists readers in expanding their knowledge, ability, understanding, and perspectives regarding interprofessional education (IPE) and collaborative practice (CP). The book provides readers with international, system-based approaches, emphasizes applications at all levels, and includes examples of student-led initiatives. The book highlights international IPE and CP methods, models, programs, and initiatives that emphasize preparation for collaborative practice across the continuum of care in a variety of settings. Readers are presented with conceptual and theoretical models; enlightening case studies; macro briefs that illustrate the design, development, and implementation of global, regional, and/or local IPE and CP initiatives; and explorations of student-led IPE initiatives. The contributed chapters well define micro, meso, and macro levels and highlight the ways in which IPE and CP initiatives and programs are applied to each. Designed to increase readers’ knowledge and foster greater levels of collaboration, Interprofessional Education and Collaborative Practice is an ideal resource for health care students, professionals, educator, administrators, researchers, and policymakers. 

A licensed clinical social worker, Dawn Joosten-Hagye is a clinical associate professor of social work at the Suzanne Dworak-Peck School of Social Work at the University of Southern California. She has worked for Providence Health Services since 2001 specializing in adults and older adults with chronic and life threatening illnesses as well as co-morbid health, mental health and substance use disorders. 

Hossein Khalili is an internationally recognized scholar, expert, and leader in the field of interprofessional education and collaborative practice. He serves as the director of the Centre for Interprofessional Practice and Education at the University of Wisconsin-Madison, the president of InterprofessionalResearch.Global, as well as an adjunct research professor at Western University. 

Textbook website link: https://titles.cognella.com/interprofessional-education-and-collaborative-practice-9781793510686#

Dr. Khalili email: hkhalili@wisc.edu

IPR.Global Members Publish Editorial Advocating for a Systems Approach to Advancing Health Care Resilience

 Guest Editorial - Journal of Interprofessional Care

Advancing health care resilience through a systems-based collaborative approach: Lessons learned from COVID-19

Hossein Khalili, Dean Lising, Giray Kolcu, Jill Thistlethwaite, John Gilbert, Sylvia Langlois, Barbara Maxwell, Mukadder İnci Başer Kolcu, Kathleen M. MacMillan, Carl Schneider, José Rodrigues Freire Filho, Ghaidaa Najjar, Zaid Al-Hamdan & Andrea Pfeifle 

The COVID-19 pandemic has reminded everyone of the importance of long-term planning and preparedness. Effective pandemic preparedness requires the engagement of all stakeholders from across the spectrum of care while being aware of the strengths, susceptibilities, and capabilities of the health care system. Identifying gaps in preparedness, determining specific priorities, and developing plans for building and sustaining healthcare delivery while effectively addressing the pandemic and resilience at all levels from the individual, to team, organization, and system is crucial for success. There is an emergent need to build structures and processes that support resilience among current and future healthcare providers, teams, organizations, and systems. We believe that to prevent from and effectively address such crises in future, a systems-based collaborative approach to developing resilience is required. In response, InterprofessionalResearch.Global (IPR.Global) has recently published a Call to Action paper that provides key direction regarding interprofessional responses to address individual resilience, and support the resilience of healthcare teams, organizations, and systems.

Link to full text of article: 

https://www.tandfonline.com/doi/full/10.1080/13561820.2021.1981265

Link to IPR.Global "Call to Action": 

https://interprofessionalresearch.global/resilience-call-to-action/

New Article - Global leadership in IPECP research; an intro to co-creation of best practice guidelines - Journal of Interprofessional Education and Practice

This article is based on a workshop presented by IPR.Global and two of its partners, the Canadian Interprofessional Health Collaborative (CIHC) and the American Interprofessional Health Collaborative (AIHC) at the Collaborating Across Borders VII (CAB VII) conference in Indiana, USA in October 2019 with a goal of promoting and advancing theory-driven, methodologically rigorous IPECP research.  

Facilitators of the workshop also served as co-authors of the paper: Dr. Hossein Khalili, Dr. Anthony Breitbach, Dr. Gail Jensen, Dr. Sharla King, Dr. Barbara Maxwell, Dr. Devin Nickol, Dr. Andrea Pfeifle and Dr. John Gilbert.

ABSTRACT:

The importance of integrating interprofessional collaboration in both healthcare education and delivery is well documented. Interprofessional education and collaborative practice (IPECP) has been identified as a potential route to achieve the ‘quadruple aim’ through enhancing collaboration and teamwork among professionals, patients and families. Over the last decade, the number of articles addressing IPECP within the literature has grown significantly, as has the global IPECP representation. While the quality of IPECP evaluative research studies has improved over the years, there is still much to be achieved. According to the InterprofessionalResearch.Global (IPR.Global) Discussion Paper, “the research agenda for IPECP should elevate the process of enquiry by shifting focus from that of program- or project-specific level interrogation to determining the impact of IPECP.”

The rigorous design, assessment and evaluation of IPECP initiatives are essential in advancing knowledge in the fields of IPECP. In addition, addressing relevant and clearly articulated research questions, that are underpinned by sound theoretical frameworks and models, employing appropriate and well-designed methodologies, and following sound and rigorous data collection and analysis approaches targeted to identifying the contribution of IPECP to achieving the quadruple aim, WHO’s triple billion targets, Universal Health Coverage and reaching the Sustainable Development Goals are critical.

To further this agenda, this paper presents some examples of applied IPECP theoretical frameworks and research methodologies and discusses their potential contributions to achieving identified global research priorities.

Access the paper via this link: https://doi.org/10.1016/j.xjep.2021.100445

New Article in Journal of Interprofessional Care: "From uniprofessionality to interprofessionality: dual vs dueling identities in healthcare"

Dr. Hossein Khalili and Dr. Sheri L. Price authored a new article  "From uniprofessionality to interprofessionality: dual vs dueling identities in healthcare" in the Journal of Interprofessional Care. The transformation from uniprofessionality to interprofessionality in healthcare requires the application of interprofessional socialization not just at the individual level, but also at the professional and system levels. In this process of interprofessional socialization, we need to embrace the uniqueness of each profession while cultivating an interprofessional collaboration culture in the system (dual identity). In so doing, we can facilitate a shifting mind-set, culture, operations, and policies in healthcare to recognize and foster the contribution and accountability of each profession toward achieving the quadruple aim of better care, better health, better value, and better work experience. Healthcare systems are still viewed as siloed performances of single professions, rather than a collective functioning of interprofessional teams. Current policies, procedures, and regulations in healthcare education and practice seem to contribute to this context in which the various health and social care professions are set in opposition to one another. The historical, and still prominent, uniprofessional education and socialization practices position health and social care professions to view each as rivals and threats toward achieving their profession/al advancement and growth. 

Access article at: https://www.tandfonline.com/doi/abs/10.1080/13561820.2021.1928029

Contact Dr. Hossein Khalili, Director, UW Center for Interprofessional Practice and Education (UW CIPE) and President, InterprofessionalResearch.Global (IPR.Global): hkhalili@wisc.edu

Invitation to Participate in Global IPE Situational Analysis Survey

Dear Interprofessional Leaders and Champions, 

On behalf of the Interprofessional.Global (Global Confederation for Interprofessional Education and Collaborative Practice) and the InterprofessionalResearch.Global (Global Network for Interprofessional Education and Collaborative Practice Research) we would like to invite you to participate in the Phase 1 of the Global Interprofessional Education (IPE) Situational Analysis Survey. 

This survey is conducted to better understand the state of IPE at academic institutions around the world. You are invited as you have been identified as an IPE Leader/Champion at your academic institution/university who could complete the survey on behalf of your academic institution. 

If that is not the case, we would greatly appreciate it if you could please forward this post to your academic institution leadership team for their consideration. (along with the survey link: 

https://uwmadison.co1.qualtrics.com/jfe/form/SV_7UlGJpmvp5RuPrv 

The goal is to have this survey completed by the most appropriate individual/Center/Office who could speak to the interprofessional education program/initiatives on behalf of your academic institution whenever possible. If such an institutional-level person/Center/Office may not exist, we welcome individuals from related academic programs to work together to complete this survey on behalf of your academic institution. Your time and responses are very valuable in this effort. 

The survey involves responding to 24 questions that should take about 10-15 minutes to complete. This survey has received ethical clearance from the University of Wisconsin-Madison in the United States, and your participation in the survey is completely voluntary and you can withdraw at any time. All information provided through this survey will be held in strict confidence. No names or identifying information will be linked to your survey responses. 

We would also like to request that you kindly share/forward this email to your local, regional, national or international institutional networks for wide distribution. 

We thank you in advance for your time, consideration, and assistance in this important global initiative.

Should have any question/comment and/or require additional information, please feel free to contact us at IPResearch.global@gmail.com. 

Sincerely Yours, 

Hossein Khalili, PhD, MScN, BSNc, FNAP

Lead, InterprofessionalResearch.Global; Director, UW Center for Interprofessional Practice and Education (UW CIPE), University of Wisconsin-Madison 

Sylvia Langlois, M.Sc. OT 

Regional Representative, Interprofessional.Global; Faculty Lead IPE Curriculum and Scholarship, Centre for Interprofessional Education, University of Toronto

Canadian Interprofessional Health Collaborative Presents Live Webinar on Interprofessional Socialization

Canadian Interprofessional Health Collaborative (CIHC) Live Webinar

Utilizing Interprofessional Socialization as an Effective Approach Towards Creating Dual Identity 

Presenter: Dr. Hossein Khalili, the Lead of InterprofessionalResearch.Global and the Director of University of Wisconsin Centre of Interprofessional Practice and Education (UW CIPE) 

Date & Time: November 17, 2020 | 1:00 PM -2:00 PM ET 

REGISTRATION LINK

The Canadian Interprofessional Health Collaborative (CIHC) invites the global IPECP Community to join us for a live webinar presentation and Q&A with Dr. Hossein Khalili on utilizing interprofessional socialization as an effective approach towards creating dual identity among learners and practitioners. Currently, in health professional training the emphasis is still placed on uniprofessional education, in which learners of each field are socialized in isolation from those in other related professions causing the development of a uniprofessional identity in which learners share trusting and rewarding relationships with those from own profession (in-group favoritism), but would develop hostility and discrimination towards learners/ professionals outside of their own profession (out-group discrimination), as a means to enhance their self-concept. These in-group and out-group behaviours’ (or the ‘turf’ wars) along with the fear of ‘identity loss’ and the lack of understanding and knowledge of each other’s professional roles and perspectives cause the learners/professionals to resist against interprofessional collaborative practice. One effective way to address the uniprofessional identity and its challenges in education and practice is to socialize learners interprofessionally to develop dual professional and interprofessional identity, which will be discussed in this webinar. 

For more information email: cihc.cpis@gmail.com 

IPR.Global Quarterly Newsletter Now Available

IPR.Global has published its 2nd issue of its Quarterly Newsletter. 

The Fall 2020 IPR.Global Newsletter features the Message from tIPR.Global Lead, the Time 2 data collection of the Longitudinal COVID-19 Impact Survey, IPR.Global Blog, research network member survey, and the recent IPR.Global publication. In his Message, Dr. Khalili as the IPR.Global Lead reminded the global interprofessional community that the integration of interprofessional education and collaborative practice (IPECP) in everyday professional education and practice has never been more urgent and critical. He emphasized that “the unprecedented evolving nature of the COVID-19 pandemic is again reminding us of the importance of interprofessional collaboration and team-based care in healthcare delivery system. 

To learn more and access the entire Newsletter, please visit us at https://research.interprofessional.global/quarterly-newsletters/ 

Interprofessional education and collaborative practice research during the COVID-19 pandemic: Considerations to advance the field - a Journal of Interprofessional Care guest editorial by IPR.Global taskforce

Amid a global pandemic, learners, educators, administrators, researchers, practitioners, and service users find themselves in exceptional, unparalleled, and unusual circumstances. The interprofessional education and collaborative practice (IPECP) research community has been affected in a multitude of ways and vast changes are being experienced leaving one to wonder whether we are alone in a field that espouses unity and if there is guidance available. In late 2019, InterprofessionalResearch.Global (IPR.Global) and Interprofessional.Global (IP.Global) authored a discussion paper to rouse dialogue and offer perspectives for the global IPECP research agenda (Khalili et al., 2019). The long-term aim was to advance IPECP theory and research by 2022, through recommendations for research priorities and counsel on theoretical frameworks, research methodologies, and formation of research teams. The COVID-19 pandemic has led to a rapid transformation to online IPECP, necessitating evaluation of the impact on students, programs, service users, and the healthcare system. Understandably, many are now asking how to continue to move forward, or even restart, IPECP research in this “new normal”. In response, IPR.Global formed a COVID-19 taskforce, from which an editorial was developed, to shed light on IPR.Global’s proposed recommendations for research teams and offer ways to forge ahead. 

Access the article at the journal webpage: 

https://www.tandfonline.com/doi/full/10.1080/13561820.2020.1807481

For more information contact Dr. Kelly Lackie, Dalhousie University: klackie@dal.ca

Longitudinal Survey on the Impact of the COVID-19 pandemic on Interprofessional Education and Collaborative Practice

IPR Global is pleased to announce the publication of its COVID-19 study protocol entitled “A longitudinal survey on the impact of the COVID-19 pandemic on interprofessional education and collaborative practice” in the Journal of Interprofessional Care.  The article can be accessed at the journal website: https://www.tandfonline.com/doi/full/10.1080/13561820.2020.1798901

As many countries are experiencing re-opening, the impact of the pandemic on healthcare has been unprecedented. It is widely accepted that healthcare education and practice, including interprofessional education and collaborative practice, has been and will continue to be affected in profound ways. However, the severity and extent of the impact is yet to be determined and is likely to vary internationally. This study is a first in its kind to systematically and globally capture the impact of COVID-19 on interprofessional education and collaborative practice (IPECP) which will allow to identify priorities for IPECP research and development in the years to come, as well as to inform future pandemic preparedness. The data collection is conducted on a quarterly basis for a period of 12 months to capture the rapidly evolving nature of the pandemic and its impact on IPECP. 

IPR Global invites faculty/educators, students, administration, providers, and policy makers to join us in taking this anonymous longitudinal COVID-19 IPECP impact survey at:

https://proxy.qualtrics.com/proxy/?url=https%3A%2F%2Fresearch.interprofessional.global%2Fcovid19-survey%2F&token=IZDEV8UobAvnHTGX33zW8JazVwBfp32vZGEwX2m0AFw%3D

For more information contact Dr. Hossein Khalili at: hkhalili@wisc.edu

Book Chapter - The Resurgence of the Global Research Interprofessional Network

IPR.Global published a chapter, entitled The Resurgence of the Global Research Interprofessional Network in the book Sustainability and Interprofessional Collaboration: Ensuring Leadership Resilience in Collaborative Health Care, It describes the development of the Global Research Interprofessional Network (GRIN) and the In-2-Theory network from its origins. In this chapter, the journey to GRIN and In-2-Theory, the Resurgence of GRIN2Theory, the Drivers of Success, Network Sustainability and Resilience, and the Lessons Learned are discussed. Similar to other IPECP networks, sustainability remains a high priority for IPR.Global. It is therefore imperative that IPR.Global be innovative and offer something unique and of value. Lessons learned from our experience and from our scoping review on collaborative networks indicate that key factors for a sustainable interprofessional collaboration need to include a committed membership, the maintenance of dialogue, ensuring clarity, respecting diversity, and engagement in process/contextual factors. Relevance, buy-in and social capital for members are key principles for ensuring a sustainable network. IPR.Global will remain focused on global leadership in IPECP Research, as our practice, and will continue to promote and advocate for evidence-informed policies and practices. We foster and facilitate theory-driven, methodologically rigorous IPECP research to achieve better health, better care, better value and better work experience for all. 

Link to book web-page: https://link.springer.com/book/10.1007/978-3-030-40281-5

For more information contact chapter author Dr. Hossein Khalili: hkhalili@wisc.edu

Effects of IPE program on interprofessional socialization and dual identity development

The effects of an IPS-based IPE program on interprofessional socialization and dual identity development - Journal of Interprofessional Care

Dr. Hossein Khalili and Dr. Carole Orchard recently published a paper in the Journal of Interprofessional Care reporting on the results of his study on testing the application of his original interprofessional socialization (IPS) framework in developing dual identity among learners. In this study, an IPE program developed based on the core concepts of the IPS framework was used. More than hundred students from seven different health professions participated in the IPS-based IPE intervention program. The outcome of the quasi-experimental portion of this mixed-method study demonstrated a significant and consistent growth in dual identity among the participants. The thematic analysis revealed four themes (uniprofessional education as a barrier, IPS program as an eye-opener, learning to collaborate, and collective unified team). The integrated qualitative and quantitative findings support the application of the IPS framework in creating dual (professional and interprofessional) identity among learners.

The article is available via this link:
https://www.tandfonline.com/doi/abs/10.1080/13561820.2019.1709427

Dr. Khalili's contact email: hkhalili@wisc.edu

Journal of Interprofessional Care Article Addresses the Implications of Transitioning IPE to Virtual Environments

Online interprofessional education during and post the COVID-19 pandemic

Hossein Khalili, BScN, MScN, PhD, FNAP
Director, University of Wisconsin Center for Interprofessional Practice and Education (UW CIPE)

Dr. Khalili has just published a Commentary in the COVID Special Issue of the Journal of Interprofessional Care. In this Online IPE during and post the COVID-19 pandemic commentary paper, Dr. Khalili discussed the conundrum that the pandemic has posed to many. Educators/facilitators are expected to employ online education, but some may lack the knowledge and expertise to create and facilitate an engaging, positive, and supportive online environment for their students. IPE itself is quite complex and challenging for many educators as in IPE we are working with diverse students’ population who come with different professional backgrounds, knowledge, skills and experience, while many of them may have preconceived notions and prejudices against each other. Adding another layer of complexity to this equation by fully transitioning IPE into a virtual environment is indeed a further challenge. This report discusses the application of Meaningful Discourse and the Community of Inquiry principles on developing online learning communities in interprofessional education.

You can access to the article here:
https://www.tandfonline.com/doi/full/10.1080/13561820.2020.1792424

For more information, contact Dr. Khalili:
hkhalili@wisc.edu