A significant assumption is that providing learners with interprofessional education will lead to high-functioning collaborative teams in clinical practice. Models for "how to" ensure that IPE leads to collaborative practice have been sparse until now. Based on the experience of decades of integration of IPE into community family medicine practices, and using an inductive process, we developed the Loyola I-Transform-2Act Model. This model describes a three-step process for ensuring that IPE does indeed lead to high-functioning teams that are role-modeling effective collaborative practice. The three-step process includes: 1) Illumination, where trainees learn about, from, and with each other, followed by 2) Transformation, where individual care team members are brought together to learn with, for, and by the team, and finally 3) Activation, where real patients, families and communities join the care team in an intentional process to help focus the team energy on the priorities of the patient. No matter where team members are in their careers, it is critical to follow this process in order beginning with step 1. We found that skipping a step, or traveling out of order, does not lead to the desired collaborative practice. This new model serves as a framework for future research into the best approaches to ensuring IPE leads to collaborative practice while also providing a structure for the development of future curricula.
Sunday, August 21, 2022, 1:30 pm - 2:30 pm CDT
Keyword: Theoretical Model