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

New Publication: Forward Thinking and Adaptability to Sustain and Advance IPECP in Healthcare Transformation Following the COVID-19 Pandemic

Forward Thinking and Adaptability to Sustain and Advance IPECP in Healthcare Transformation Following the COVID-19 Pandemic

Hossein Khalili,  Jyotsna Pandey, Sylvia Langlois, Vikki Park, Ryan Brown, Alla El-Awaisi, Kathleen MacMillan, Shelley Cohen Konrad, Brittany Daulton, Christopher Green, Giray Kolcu, Charlotte McCartan, Gina Baugh, Andrea Pfeifle, Lisa Wetzlmair, Inci Kolcu, Anthony P. Breitbach

ABSTRACT

The proliferation of the novel SARS-CoV-2 (COVID-19) virus across the globe in 2020 produced a shared trauma internationally of unprecedented devastation, disruption, and death. At the same time, the pandemic has been a transformation catalyst accelerating the implementation and adoption of long overdue changes in healthcare education and practice, including telehealth and virtual learning. The COVID-19 pandemic has placed healthcare at a crossroads, either viewing it as a temporary situation that requires short-term solutions, or as a major disruption that presents opportunities for innovation for sustainable development and transformation. As COVID-19 transitions from pandemic to endemic, we have a unique opportunity to leverage lessons learned that can foster healthcare transformation through innovation, forward thinking, and interprofessional education and collaborative practice (IPECP). With the changing landscape of higher education and healthcare, IPECP leaders need to reflect on and implement ‘Forward Thinking and Adaptability’ and ‘Sustainability and Growth’ in their IPECP approaches and strategies to achieve the Quintuple Aim. To capitalize on this opportunity and based on a recent publication by InterprofessionalResearch Global, this paper explores and debates (from a global perspective) the impact and application of healthcare education and practice transformation on IPECP with the goal to identify best practices in integrating and sustaining IPECP and building a resilient workforce. 

Access the article here: https://nsuworks.nova.edu/ijahsp/vol22/iss1/18/

CITATION

Khalili H, Pandey J, Langlois S, Park V, Brown R, El-Awaisi A, MacMillan K, Cohen Konrad S, Daulton B, Green C, Kolcu G, McCartan C, Baugh G, Pfeifle A, Wetzlmair L, kolcu I, Breitbach AP. Forward Thinking and Adaptability to Sustain and Advance IPECP in Healthcare Transformation Following the COVID-19 Pandemic. The Internet Journal of Allied Health Sciences and Practice. 2023 Dec 15;22(1), Article 18.

Dr. Michael Sy receives John H.V. Gilbert IPR.Global Research Award

InterprofessionalResearch.Global (IPR.Global) proudly announces the recipient of the 2022-2023 John H.V. Gilbert IPR.Global Research Award: Dr. Michael Palapal Sy, PhD, MHPEd, OTRP. Dr. Sy’s exceptional doctoral dissertation exemplifies the very spirit of interprofessional collaboration, boldly pushing the boundaries of interprofessional knowledge and practice.

“John H.V. Gilbert IPR.Global Award recognizes an outstanding interprofessional doctoral dissertation, published in the past three years, that has resulted in a learning paradigm which brings interprofessional education and learning to interprofessional collaborative practice in a practice setting where practitioners, students and patients have been engaged in developing measurable interprofessional high quality care.”

Dr. Sy’s outstanding research has yielded numerous publications and impactful presentations, demonstrating immense potential in bridging the gap between interprofessional education and collaborative practice. His work contributes to measurable, high-quality care—a beacon for the entire healthcare community. 

Please watch Dr. Sy’s Presentation at: https://interprofessionalresearch.global/2022-23-ipr-global-award/.

We celebrated Dr. Sy’s achievements at the 11th International Conference on Interprofessional Education and Collaborative Practice (ATBH XI) in Doha, Qatar, where he received the prestigious John H.V. Gilbert IPR.Global Research Award. Join us in congratulating Dr. Michael Sy for his remarkable contributions to the field. His dissertation and dedication to IPECP inspire us all to strive for excellence.

The 2024-2025 IPR.Global Best Research & Leadership Award Online Application will open in February 2024!

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For more information about InterprofessionalResearch.Global and the IPR.Global Awards, please visit our website at www.interprofessionalresearch.global.

Thank you for your continued dedication to advancing interprofessional collaboration and excellence in research and leadership.

Perceptions of Interprofessional Identity Formation in Recent Doctor of Physical Therapy Graduates: A Phenomenological Study

Laura Plummer, PT, DPT, EdD; Keshrie Naidoo, PT, DPT, EdD (MGH Institute of Health Professions, Boston, MA, USA)

This study examined how recent Doctor of Physical Therapy graduates from a health professions graduate school with an interprofessional curriculum conceptualize their professional and interprofessional identity (i.e., dual identity). Theoretical frameworks included social identity theory, intercontact group theory, and the interprofessional socialization framework. Semi-structured interviews were conducted with 12 graduates in their first 1–2 years of practice in inpatient settings. Transcripts were analyzed using iterative and inductive phenomenological analysis to identify themes. Four themes related to professional identity emerged: from patient to physical therapist, profession exceeding expectations, connection with patient, and role affirmation through meaningful work. Six themes related to interprofessional identity emerged: valuing different mindsets, the authenticity of interprofessional education, feeling misunderstood, perceived versus true hierarchy, differing team dynamics, and being on the same page. Approaches to interprofessional education that focus on longitudinal socialization from professional education through clinical practice might best support the development of clinicians who value interprofessional collaborative practice.

CITATION:

Plummer L, Naidoo K. Perceptions of Interprofessional Identity Formation in Recent Doctor of Physical Therapy Graduates: A Phenomenological Study. Education Sciences. 2023;13(7):674.

LINK:  https://www.mdpi.com/2227-7102/13/7/674

IPR Global Scholar Spotlight - Rogério Meireles Pinto PhD, University of Michigan (USA)

I was born in Belo Horizonte, Brazil, and came to the United States after I finished college and received a bachelor’s in biological sciences. I lived in New York City, where I received my masters and PhD in social work. For a decade, I was a professor at Columbia University, and then I moved to Michigan, Ann Arbor. At the University of Michigan, I am the University Diversity Social Transformation Professor, Berit Ingersoll-Dayton Collegiate Professor of Social Work, and Associate Dean for Research and Innovation, Social Work. I also have an appointment at the Theater and Drama, School of Music, Theater & Dance. 

My research focuses on finding academic, sociopolitical, and cultural venues for broadcasting voices of oppressed individuals and groups. Funded by the National Institutes of Health (NIH), my community-engaged research focuses on the impact of interprofessional collaboration on the delivery of evidence-based services (HIV and drug-use prevention and care) to marginalized racial/ethnic and sexual minorities in the United States and Brazil. This research has illuminated specific factors, notably, interprofessional collaboration, that facilitate access to myriad social, medical, and public health services.*  

I have conducted art-based and artistic research. For example, with collaborators funded by National Institute of Health (NIH) (PIs: Windsor, Benoit, Pinto), we have developed and tested interventions that use illustrations to spark critical dialogues among formerly incarcerated men with substance use disorders.**

I performed Marília, a one-person play, on New York City's Theatre Row in 2015 and at the University of the Free State in Bloemfontein, Vrystaat, South Africa in 2016. In Marília, I explore the tragic death of his 3-year-old sister and how it haunts and inspires the family she left behind. Marília won the United Solo Festival Best Documentary Script. Funded by the University of Michigan Office of Research and several other sources, I built the Realm of the Dead, an art installation to investigate my own marginalization as a gender non-confirming, mixed-race, and Latinx immigrant.*** I performed the Realm of the Dead in 2021 at the University of Michigan as part of the centennial celebration of the School of Social Work, and in 2022 as the featured artist at a2ru’s national annual conference. 

Dr. Rogério Meireles Pinto bio (including contact information) at the University of Michigan: https://ssw.umich.edu/faculty/profiles/tenure-track/ropinto

REFERENCES

*Pinto, R. M., Kay, E. S., Choi, C. J., & Wall, M. (2020). Interprofessional Collaboration Improves the Odds of Educating Patients about PrEP Over Time. Journal of General Internal Medicine, 35(5), 1444-1451. doi: 10.1007/s11606-019-05616-0

*Pinto, R. M., Kay, E. S., Choi, C. J., & Wall, M. (2019). Interprofessional Collaboration Improves Linkages to Primary Care: A Longitudinal Analysis. AIDS Care, 32:8, 970-978, DOI: 10.1080/09540121.2019.1668537doi.

*Pinto, R. M., Witte, S., Filippone, P., Choi, J., & Wall, M. (2018). Interprofessional Collaboration and On-the-Job Training Improves Access to HIV Testing, Primary Care and Pre-Exposure Prophylaxis (PrEP). AIDS Education and Prevention, 30, 6.

*Pinto, R. M., Rahman, R., Zanchetta, M. S., & Galhego Garcia, W. (2021). Brazil’s Community Health Workers Practicing Narrative Medicine: A Service Consumer Perspective. Journal of General Internal Medicine. https://doi.org/10.1007/s11606-021-06730-8

** Windsor, L., Benoit, E., Pinto, R. M., Sarol, J. (2022). Optimization of a new adaptive intervention using the SMART Design to increase COVID-19 testing among people at high risk in an urban community. Trials, 14;23(1):310. doi: 10.1186/s13063-022-06216-w. PMID: 35421999; PMCID: PMC9009493.

*** Pinto, R. M. (2022). Realm of the Dead: A Mixed-Media Installation Performance. Ground Works.  https://groundworks.io/journal. © 2022 by Rogério Meireles Pinto is licensed under CC-BY-NC-ND 4.0. Published: September 20, 2022. DOI https://doi.org/10.48807/2022.0.0105