Interprofessional Education Collaborative (IPEC) Core Competencies
Interprofessional practice has the potential to decrease rehospitalization and healthcare costs along with increased patient satisfaction. Therefore, it is important healthcare students learn about interprofessional practice. As students are now learning about this in the classroom, this should be reinforced and practiced in the experiential setting. The UW-Madison Health Science schools have developed this introductory course and toolkit for clinical teachers to review the interprofessional core competencies and activities that can improve experiential teaching of interprofessional practice.
This is an online course for faculty and preceptors from a variety of professions and levels of experience who will be teaching and modeling interprofessional collaborative practice during clinical learning encounters with health profession students.
After completing this activity learners will be able to:
- Define characteristics of Interprofessional Education
- Describe the IPEC Core Competencies.
- Explain the importance of interprofessional collaborative practice and IPE to the future of health care practice.
- Describe ways to promote core competency concepts in clinical teaching.
Anne Stahr, MS, the Director of Faculty Development Programming at the School of Medicine and Public Health at the University of Wisconsin-Madison (UW-Madison). Her qualifications and experience are primarily within higher education, medical education, adult education, educational leadership, policy, and technology. She completed her undergraduate degrees and early professional experiences in Australia. Her master’s degree is in Educational Leadership and Policy Analysis at the University of Wisconsin-Madison where she is also a doctoral student in the same program focusing on higher education. Her research interests and activities include educational interventions in medicine, unconscious bias, mentoring and educational evaluation.
Sarah Jung, PhD obtained her PhD in Educational Psychology in 2014, with a focus in Learning Science, the study of how people learn in different contexts. She is an Assistant Professor in Education Research and Development in the Department of Surgery at the University of Wisconsin-Madison. She is currently involved in numerous studies in the areas of undergraduate, graduate, and continuing surgical education. Her background allows her to apply theories of learning to understand how people become expert physicians and how we can support this process to facilitate quality patient care.
Paula Woywod BSN, MSN, teaches undergraduate students both in clinical and simulation environments. She has practice experience in medical surgical, cardiac, and intensive care settings. In addition, she is passionate about enhancing simulation with interprofessional partners in clinical practice and throughout the community.
Amanda Margolis, PharmD, MS, BCACP is an Assistant Professor (CHS) and experiential learning coordinator at the University of Wisconsin-Madison School of Pharmacy, a clinical pharmacist at the William S. Middleton Memorial Veteran’s Hospital, and Pharmacist Editor for The Journal of the Pharmacy Society of Wisconsin.
Dr. Margolis’s research focus is on determining which learning interventions ensure competency among pharmacy students and finding ways to improve the consistency and quality of rotations for the Advanced Pharmacy Practice Experience program. Dr. Margolis’s recent work includes evaluating the implementation and efficacy of pharmacy students on rotations making medication recommendations to reduce falls risk among older adults, use of an online Continuing Professional Development training to promote preceptor development, and improving evaluation consistency of multiple raters using online grading tools.
Amanda Margolis received her PharmD from the University of Wisconsin-Madison School of Pharmacy in 2009, received her MS in Clinical Investigation through the Institute for Clinical and Translational Research at the University of Wisconsin-Madison in 2011, and received her MS in Social and Administrative Sciences at the University of Wisconsin-Madison School of Pharmacy in 2017.
POLICY ON DISCLOSURE
It is the policy of the University of Wisconsin–Madison Interprofessional Continuing Education Partnership (ICEP) to identify, mitigate and disclose all relevant financial relationships with ineligible companies* held by the speakers/presenters, authors, planners, and other persons who may influence content of this accredited continuing education (CE). In addition, speakers, presenters and authors must disclose any planned discussion of unlabeled/unapproved uses of drugs or devices during their presentation.
For this accredited continuing education activity all relevant financial relationships have been mitigated and detailed disclosures are listed below.
|Sarah Jung||Planner||No relevant relationships with ineligible companies to disclose|
|Amanda Margolis||Planner||No relevant relationships with ineligible companies to disclose|
|Anne Stahr||Planner||No relevant relationships with ineligible companies to disclose|
|Paula Woywod||Planner||No relevant relationships with ineligible companies to disclose|
|Olivia Kim||Presenter||No relevant relationships with ineligible companies to disclose|
*Ineligible companies are those whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on, patients.
The ACCME does not consider providers of clinical services directly to patients to be commercial interests.
|In support of improving patient care, the University of Wisconsin–Madison ICEP is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.|
Credit Designation Statements
Accreditation Council of Pharmacy Education (ACPE)
The University of Wisconsin–Madison ICEP designates this knowledge-based activity for a maximum of 0.5 hours/0.5 CEUs of CPE credit. Credit will be provided to NABP CPE Monitor within 45 days after the activity completion.
Universal Activity Number (UAN) JA0000358-0000-21-108-H04-P, 0.5 hours (0.05 CEUs)
American Medical Association (AMA)
The University of Wisconsin–Madison ICEP designates this live activity for a maximum of 0.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
American Nurses Credentialing Center (ANCC)
The University of Wisconsin–Madison ICEP designates this live activity for a maximum of 0.5 ANCC contact hours.
Iowa Board of Nursing accepts ANCC contact hours for nursing continuing education requirements.
Continuing Education Units (CEUs)
The University of Wisconsin–Madison ICEP, as a member of the University Professional & Continuing Education Association (UPCEA), authorizes this program for 0.05 continuing education units (CEUs) or 0.5 hours.
- 0.50 ACPE Contact Hours - Pharmacist
- 0.50 AMA PRA Category 1 Credit™
- 0.50 ANCC Contact Hours
- 0.50 University of Wisconsin–Madison Continuing Education Hours
- 0.50 Approved for AMA PRA Category 1 Credit™
The University of Wisconsin provides equal opportunities in employment and programming, including Title IX requirements. The University of Wisconsin fully complies with the legal requirements of the ADA and the rules and regulations thereof. If any participant in this educational activity is in need of accommodations, please notify us at firstname.lastname@example.org
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