Many health care advocates havecall

Many health care advocates have
called for changes in health professions
education that they argue will improve
the health care system and reduce
medical errors. Several organizations
support the concept of interprofessional
education (IPE) as a way to bring about
needed changes.1–3 The Association of
American Medical Colleges (AAMC),
for example, considers IPE and
interprofessional practice to be one of the
strategic areas in which the organization
and its members should engage.4 Like the
AAMC, the American Association of
Colleges of Pharmacy prioritizes teambased interprofessional practice, and it
includes IPE within its accreditation
standards.5 Consistent with scholarly
consensus, in this article we define IPE as
a situation in which “two or more
professions learn with, from and about
each other to improve collaboration and
the quality of health care.”6
Although more substantive efforts in IPE
have occurred in the United Kingdom
and Canada than in the United States,6–8
the literature provides evidence of a
variety of IPE courses and student
activities within U.S. schools,9–13
suggesting that IPE is increasing in
frequency and scope. However, a
comprehensive, integrative approach to
IPE is required8,13 before IPE can have
effects that extend from curricula to
practice and, ultimately, to quality care—
as called for by the Institute of Medicine,1
the AAMC,4 and others.2,3,5 The isolated
effort of a small faculty group is not likely
to lead to effective and lasting IPE; rather,
IPE must be implemented strategically,
with the support of institutional
leadership and attention to sustainability.
The University of Washington Health
Sciences Center employs such a
centralized approach to interprofessional
collaboration, which it promotes in
education, service, and research.13
In this article, we describe the IPE
initiative at the Medical University of
South Carolina (MUSC) that is designed
to advance an institutional culture
change. The initiative focuses on student
learning, but it takes a multifaceted
approach to weave interprofessional,
collaborative experiences throughout the
institution’s academic fabric. Our
experience to date confirms others’
recommendations regarding
development of IPE,7,8,13 and we extend
them to offer a conceptual foundation
and an implementation framework as
guides for developing IPE efforts at other
institutions.

Hasil (Bahasa Indonesia) 1:

Memiliki banyak pendukung perawatan kesehatanmeminta perubahan profesi Kesehatanpendidikan yang mereka berpendapat akan meningkatkansistem perawatan kesehatan dan mengurangikesalahan medis. Beberapa organisasimendukung konsep interprofessionalPendidikan (IPE) sebagai cara untuk membawadiperlukan changes.1–3 AsosiasiAmerican Medical College (AAMC),sebagai contoh, menganggap IPE daninterprofessional praktik salahdaerah strategis di mana organisasidan anggota-anggotanya harus engage.4 sepertiAAMC, Asosiasi AmerikaPerguruan tinggi farmasi memprioritaskan praktek interprofessional teambased, dantermasuk IPE dalam akreditasi yangStandards.5 konsisten dengan ilmiahkonsensus, dalam artikel ini kita mendefinisikan IPE sebagaisituasi di mana "dua atau lebihprofesi belajar dengan, dari dan tentangsatu sama lain untuk meningkatkan kerjasama dankualitas perawatan kesehatan." 6Meskipun upaya substantif yang lebih dalam IPEtelah terjadi di Britania Rayadan Kanada daripada di Amerika Serikat, 6 – 8literatur menyediakan buktiberbagai kursus IPE dan mahasiswakegiatan dalam sekolah-sekolah AS, 9 – 13menyarankan bahwa IPE meningkat difrekuensi dan cakupan. Namun,pendekatan komprehensif, IntegratifIPE adalah required8, 13 sebelum IPE dapat memilikiefek yang memperpanjang dari kurikulum untukpraktek dan, akhirnya, untuk kualitas perawatan —seperti yang disebutkan oleh Institute of Medicine, 1AAMC, 4 dan others.2,3,5 terisolasiupaya kelompok kecil Fakultas ini tidak mungkinmengarah ke IPE efektif dan abadi; Sebaliknya,IPE harus dilaksanakan secara strategis,dengan dukungan kelembagaankepemimpinan dan perhatian untuk kelestarian.Kesehatan Universitas WashingtonPusat ilmu mempekerjakan sepertipendekatan yang terpusat untuk interprofessionalkolaborasi, yang mempromosikan dalampendidikan, pelayanan dan research.13Dalam artikel ini, kami menggambarkan IPEinisiatif di Universitas medisSouth Carolina (MUSC) yang dirancanguntuk memajukan budaya institusiperubahan. Inisiatif yang berfokus pada siswabelajar, tetapi yang dibutuhkan multifasetpendekatan untuk menenun interprofessional,pengalaman seluruhinstitusi akademik kain. Kamipengalaman untuk tanggal menegaskan orang lain'rekomendasi mengenaipengembangan dari IPE, 7, 8, 13 dan kami memperluasmereka menawarkan dasar konseptualdan dengan kerangka kerja pelaksanaan sebagaiPanduan untuk mengembangkan IPE upaya lainlembaga-lembaga.