Academic journal article American Journal of Pharmaceutical Education

Interprofessional Initiatives at the University of Washington

Academic journal article American Journal of Pharmaceutical Education

Interprofessional Initiatives at the University of Washington

Article excerpt

INTRODUCTION

Pharmacists collaborate with other health professionals to promote the optimal use of medications and they rely on coordinated, interprofessional communication and care to do so. To function effectively as an interprofessional team, team members must demonstrate competence in their own specific discipline, display a respect for and appreciation of others' roles and perspectives, and possess skills that facilitate effective group dynamics and communication, shared decision-making, and team performance. (1)

In 2003, the Institute of Medicine (IOM) recommended "all health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches, and informatics." (2) A subsequent IOM publication, "Preventing Medication Errors," highlighted the need for improved communications that were "interdisciplinary, structured and included the patient." (3) Several major pharmacy organizations, including the American Association of Colleges of Pharmacy (AACP), the American Society of Health-System Pharmacists (ASHP) and the Accreditation Council on Pharmacy Education (ACPE) have strongly endorsed the implementation of the IOM recommendations. (4-6) In 2006, AACP President, Dean Marilyn Speedie asked the 2006-2007 Professional Affairs Committee to provide strategies to help pharmacy schools strengthen their interprofessional education and patient care programs. One of the Committee's recommendations was to "Design experiential learning in a stepwise progression from simulation to observation of functioning teams to participation as a contributing member of an interprofessional team." (7) In this manuscript, we will describe the Center for Health Sciences Interprofessional Education (CHSIE) at the University of Washington, and highlight key projects that serve as examples of pharmacy involvement in interprofessional education, research, and service.

DESIGN

Center for Health Sciences Interprofessional Education

The University of Washington (UW) is a state-funded academic institution with over 47,000 undergraduate, graduate, and professional students enrolled at its campuses in Seattle, Tacoma, and Bothell. The University ranks first among public universities and second among all universities in the United States for federal research funding received. The UW School of Pharmacy, as part of an academic health center, is located in the Warren G. Magnuson Health Sciences Building on the Seattle campus and adjacent to the University of Washington Medical Center (UWMC). The School of Pharmacy enrolls 86 doctor of pharmacy (PharmD) students annually, offers certificate programs in geriatrics, pharmacy management, biomedical and regulatory affairs, clinical trials, and pharmacy education, and has graduate (master's and PhD degree) programs in pharmaceutical outcomes research and policy, biomedical affairs, medicinal chemistry, and pharmaceutics. Other health sciences schools at the UW include medicine, nursing, dentistry, public health and community medicine, and social work. Over 3500 students are enrolled in the 6 schools. The health sciences center is affiliated with the UW academic medical center including UWMC, Harborview Medical Center, and the UW Medicine Neighborhood Clinics.

In an effort to better integrate the teaching, research, and activities of the health sciences programs, the Center for Health Sciences Interprofessional Education (CHSIE) was established in 1997, at the University of Washington (UW) through grant support from the University Initiatives Fund. (3,8-11) The mission of the CHSIE is to:

* Promote curriculum and clinical innovations in interprofessional education across the health sciences and information schools.

* Provide the infrastructure for catalyzing interprofessional health training initiatives and faculty development.

* Conduct evaluative research regarding the impact of interprofessional innovations on students, faculty, providers, and the health of the public. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.