IPR.Global Scholar Spotlight - Dr. Kelly Karpa, East Tennessee State University (Johnson City, Tennessee, USA)

Intersecting education and patient care to improve teamwork, communication, and health outcomes.

Hello, I'm Dr. Kelly Karpa, my undergraduate degree is in pharmacy. I also have a PhD in Pharmacology.  I served as an Interprofessional Education Dean at a R1 institution for many years, before accepting my current role as Associate Dean of Institutional Effectiveness and Innovation at East Tennessee State University Quillen College of Medicine. 

How did you first get involved in interprofessional education and research?  

My first foray into IPE education and research was in 2013, and resulted from being awarded with the Josiah Macy Faculty Scholars 2 year fellowship. 

What achievement are you most proud of in the area of interprofessional education and research?  

At my former institution, we launched an IPE student-led telehealth consult service in which students from PA, MD, PT, OT, Pharm, and RD programs provided profession-specific assessment and recommendations back to the primary care providers who had referred patients to the student team.  Students loved the experience and learned much from their IP colleagues, physicians loved the model, and some patient lives were changed for the better as a result of the encounter with the student teams.  We published a bit about our pilot project. 

IPR.Global Scholar Spotlight - Dr. Sarah Meiklejohn, Monash University (Melbourne, Australia)

Open communication between IPE educators, accreditation authorities and health services is essential

Dr Sarah Meiklejohn is a dietitian, educator and researcher based at Monash University in Melbourne, Australia. She is currently a Lecturer and Education Coordinator at the Monash Centre for Scholarship in Health Education (MCSHE), and a Research Fellow in the School of Nursing and Midwifery, Monash University.  As an emerging methodology in health professions education, Sarah is currently sharing this applied knowledge and expertise of policy analysis across a variety of national projects. She is best known for her research focused on work integrated learning, interprofessional education and collaborative practice, accreditation, certification and regulatory policy in health professions education.

I first became involved in interprofessional education and research through my role as a Lecturer into the Masters of Dietetics at Monash University. Interprofessional practice was such a core part of my practice as a community dietitian and health promotion practitioner that I was drawn to teaching and research opportunities in this area.

Our team at Monash University was recently recognised at the 2023 All Together Better Health Conference in Qatar for our Collaborative Care Curriculum, where we received an Interprofessional.Global Award to celebrate and honour our achievements in global interprofessional collaboration. I am very proud of this achievement as it showcases the value and importance of long-term investments in interprofessional education and commitment to the development of meaningful relationships with shared goals.

As an Early Career Researcher, Interprofessional.Global is a key network for not only developing my capacity as an educator and researcher, but for shared learning and mentoring across global and regional networks to improve collaborative practice and interprofessional learning across all healthcare networks.

Finally, pineapple may only be on pizza when in the form of a Hawaiian or “the LOT” pizza, but under no other circumstances!

IPR.Global Scholar Spotlight - Dr. Aayesha Kholvadia, Nelson Mandela University (South Africa)

Fostering Collaboration and Innovation in Interprofessional Education and Research at Nelson Mandela University.

 Who Are You? Where Are You From? And What Is Your Role

I am Dr. Aayesha Kholvadia, a dedicated senior lecturer, HOD, and researcher and the IPE chairperson at Nelson Mandela University, within the Faculty of Health Sciences. My role involves advancing interprofessional education (IPE) and research, with specific focus areas on fostering collaborative practices among healthcare professionals. This includes bringing education and engagement to the three schools within our faculty: the School of Medicine, Clinical and Medicinal Sciences, and the School of Lifestyle and Behavioural Sciences. Originating from and working in Gqeberha (Port Elizabeth), a city in the Eastern Cape, I am acutely aware of the health inequality challenges in both curative and preventative health in our region. I am committed to promoting innovation and cooperation in health education and practice at NMU.

How Did You First Get Involved in Interprofessional Education and Research?

I am Dr. Aayesha Kholvadia, a dedicated senior lecturer, HOD, and researcher at Nelson Mandela University, within the Faculty of Health Sciences. My role involves advancing interprofessional education (IPE) and research, with specific focus areas on fostering collaborative practices among healthcare professionals. This includes bringing education and engagement to the three schools within our faculty: the School of Medicine, Clinical and Medicinal Sciences, and the School of Lifestyle and Behavioural Sciences. Originating from and working in Gqeberha (Port Elizabeth), a city in the Eastern Cape, I am acutely aware of the health inequality challenges in both curative and preventative health in our region. I am committed to promoting innovation and cooperation in health education and practice at NMU.

My journey into interprofessional education and research began during my early career as a PhD candidate at Wits, where one objective focused on the multidisciplinary management of knee osteoarthritis. Additionally, I was involved in IPE sessions where different departments in the faculty worked together on cases, witnessing the transformative impact of collaborative practice on patient outcomes. This inspired me to pursue further studies and research in IPE, eventually leading to my current role where collaborative practice is a focal point of my research, engagement, and teaching.

I am a member of The Network: Towards Unity for Health (TUFH) and the African Interprofessional Education Network (AfrIPEN), both national and international bodies dedicated to collaborative healthcare.  Further I am supervising PG students in the discipline area (3 PhD and 2 Masters and 2 undergraduate). Research collaboration with Prof W Burdick from the University of Philadelphia 

What Achievement Are You Most Proud of in the Area of Interprofessional Education and Research?

I am most proud of several significant achievements in the field of interprofessional education and research. I was a guest and invited speaker at the TUFH conference in Vancouver, Canada in 2022, which provided a platform to share insights and advancements in IPE on an international stage. Additionally, I serve as the chairperson of our faculty's IPE committee, where I lead efforts to integrate collaborative practices across different departments. I have also contributed to the academic literature, with my most recent publication being a literature review in the Patient Experience Journal titled "Patients’ Perceptions of Interprofessional Collaboration: A Scoping Review." These accomplishments have not only advanced the field but also significantly benefited our community and demonstrated the power of interprofessional collaboration.

What Does IPR.Global Mean to You?

To me, IPR.Global represents a dynamic platform for knowledge exchange, collaboration, and innovation. It is a community that unites scholars and practitioners from around the world, dedicated to enhancing interprofessional education and research, and ultimately improving global health outcomes.

Pineapple on Pizza: Yes or No?

Pineapple definitely belongs on pizza! There’s people who eat pizza without pineapple? Is that even legal? 😊

Email: Aayesha.Kholvadia@mandela.ac.za

IPR.Global Scholar Spotlight - Dr. Kelli Star Fox, Stony Brook University (New York, USA)

Dr. Kelli Star Fox is the inaugural Director of the Center for Interprofessional Innovation (CIPI) at Stony Brook University (New York, USA) charged with building a centralized IPE presence across health professions programs in areas of interprofessional education, research, and clinical practice. Kelli’s previous position was as associate clinical professor, director of fieldwork, and assistant director of the University of New England’s (UNE) master in social work program. A longtime champion for interprofessional education and practice, Kelli was instrumental in integrating interprofessional education and practice into UNE’s social work curriculum. As an active contributor to UNE’s Center to Advance Interprofessional Education and Practice (CAIEP) she served as a trainer, facilitator, mentor, researcher, and designer of IPCP learning experiences.

In May 2023 Kelli completed her doctoral degree from Millersville University. Her research focused on the importance of supporting the uniprofessional identity of social workers as preparation for interprofessional team learning. Kelli explains her rationale for the study saying: “As an IPE facilitator I observed social work students struggle with finding their place and voice among other health care students. The uniprofessional pre-briefing offers these students an opportunity to anchor the unique skills and perspective the profession brings to interprofessional collaboration and begin to develop interprofessionalism.” Kelli’s work in this arena is novel and she has presented at local, national, and international conferences where her research has been well received.  Kelli is currently a member of an international team looking at positionality and the role of social work and hierarchical implications in interprofessional collaborative learning and practice.

Along with her emerging role as a researcher, Kelli’s passion for global health and wellness brings her annually to Ghana, Africa where she along with local and international practitioners and students offer clinics in multiple rural sites through the Cross-Cultural Immersion to Ghana, a program that integrates western health practices with local practices to provide culturally responsive health care to those they serve. “Working and learning alongside our partners in Ghana as well as observing cultural exchanges and friendships that happen among students, faculty, providers, and community members,” Kelli says, “have been highlights of my experience with the Immersion program.”

You can contact Kelli at: Kelli.Fox@stonybrookmedicine.edu

IPR Global Pearls: The Transformative Power of Inclusion, Diversity, Equity, Accessibility, and Social Justice in Interprofessional Education and Collaborative Practice - Joint E-Book Discussion Paper​

In the ever-evolving landscape of healthcare and education, the principles of Inclusion, Diversity, Equity, Accessibility, and Social Justice have emerged as guiding beacons for Interprofessional Education and Collaborative Practice (IPECP). We recognize that these foundational elements are not mere buzzwords, they are the pillars upon which our collective impact rests. In this Discussion Paper, we unravel the significance of inclusion, diversity, equity, accessibility, and social justice in shaping a more compassionate, equitable, and effective healthcare ecosystem.

ACCESS THE REPORT: https://interprofessionalresearch.global/wp-content/uploads/2024/01/IPR.Global-EDIA-Discussion-Paper-2024.pdf

CITATION: Lackie, K., Khalili, H., Gilbert, J., Bookey-Bassett, S., Cutler, S., Dixon, K., Fricke, M.,  Greene, C., Harvan, R., Jessen, J., Langlois, S., Macdonald, L., Maxwell, B., McCarten, C., Najjar, G., Park, V., Saad, A., Syvaoja, K., Schneider, C.(2024). The Transformative Power of Inclusion, Diversity, Equity, Accessibility, and Social Justice in Interprofessional Education and Collaborative Practice – Discussion Paper, Joint E-Book Publication by InterprofessionalResearch.Global, Canadian Interprofessional Health Collaborative & American Interprofessional Health Collaborative, ISBN: 978-1-7366963-4-7. Published by: https://interprofessionalresearch.global/ 

Interactive "Conversation Corners" available with release of new E-Book Discussion Paper on Inclusion, Diversity, Equity, Accessibility (IDEA) and Social Justice

The Global Network for Interprofessional Education and Collaborative Practice Research (InterprofessionalResearch.Global), the Canadian Interprofessional Health Collaborative (CIHC), and several members of the American Interprofessional Health Collaborative (AIHC) have collaborated to release a thought-provoking discussion paper entitled: The Transformative Power of Inclusion, Diversity, Equity, Accessibility, and Social Justice in Interprofessional Education and Collaborative Practice – Joint E-Book Discussion Paper. 

The importance of addressing inclusion, diversity, equity, accessibility, and social justice within the context of IPECP is examined and  strategies and novel approaches are offered. With the publication of this Joint Discussion Paper, we embark upon a journey that transcends mere knowledge acquisition as these constructs are the cornerstones that shape not only our professional endeavors but also the very fabric of our interconnected world.

To facilitate a global conversation in building and leading more inclusive, equitable, socially just, and accessible healthcare for all, IPR.Global Knowledge Network is hosting two Conversation Corners on

• January 24th, 2024, at 9:00-10:30am EST
• January 30th, 2024, at 4:00-5:30pm EST

To join, please RSVP here (https://forms.gle/aZPwRzy3UGfT6mxP7) by January 22nd, 2024.

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