Developing an Innovative Statewide Infrastructure and Model for Delivering Continuing Interprofessional Education: The North Carolina AHEC Initiative. Issue 4 (2018)

• Record Type: Journal Article
• Authors: Rogers, Russet R.; Owen, John A.; Lake, Donna M.; Durham, Carol Fowler; Latham, Tina G.; Sherwood, Gwen; Golding, Christopher S.
• Is Part Of: Journal of continuing education in the health professions. Volume 38:Issue 4(2018)
• Publication Date: 2018
• Subjects: interprofessional education -- continuing interprofessional education -- professional development -- program planning -- faculty development; Medicine -- Study and teaching (Continuing education) -- Periodicals; Paramedical education -- Periodicals; Medical education -- Periodicals; 610.7
• DOI: 10.1097/CEH.0000000000000215
• Languages: English
• ISSNs: 0894-1912

Abstract

Abstract : Introduction: North Carolina AHEC (NC AHEC) leadership recognized that continuing interprofessional education (CIPE) is vital for improving patient care and outcomes. Rather than train and educate in professional silos, interprofessional education presented an opportunity to reframe continuing education (CE) to improve the integration of care delivery and outcomes. Methods: In April 2014, two regional AHECs collaborated to design a statewide initiative for AHEC CE leaders, CE professionals, and CE faculty to learn about integrating interprofessional education into CE planning and implementation. The design of this innovative initiative develops a common knowledge base in CIPE, promotes collaboration, avoids duplication, and creates shared definitions and standards to advance CIPE across the NC AHEC program. Results: The NC AHEC CIPE Initiative drew participation from CE leaders, CE professionals, and CE faculty. Immediately after the completion of the Initiative, seven AHECs completed CIPE events. By June 2017, AHECs across the state had offered a total of 36 CIPE events. Discussion: The NC AHEC CIPE Initiative demonstrates that it is possible to implement CIPE programming in a regional CE context. The education model promoted changes in knowledge, competence, and performance of CE professionals and faculty. Critical success factors include leadership support, functioning as a community of practice, engaging experts to train CE professionals and faculty, and using technology to span geographic distance of learners.