Empowering Interprofessional Education and Practice: Cultivating Sustainability, Mobility, and Institutional Support

Background:
Interprofessional Education (IPE) is pivotal for cultivating collaborative healthcare practices. The Organizational Models of Interprofessional Practice and Education in the United States (US): Results from National Survey 2.0 presented various models adopted by US institutions to structure IPE. Our presentation delves into the initiatives of two programs actively developing IPE infrastructure and securing higher administrative support. We will analyze the challenges and opportunities related to achieving sustainability, mobility, and institutional backing for IPE.
Methods:
This presentation reviews the strategies employed by two distinct programs to develop and enhance IPE infrastructure. We will explore both top-down and bottom-up approaches while detailing the contributions of grassroots efforts, administrative efforts, along with mentoring and external support.
Results:
Grassroots efforts include contributions from committee members, volunteer faculty (non-paid), community partners, and healthcare systems. Strategies to ensure sustainability involve fostering long-term partnerships with community organizations and developing a robust volunteer network. Sustainability is bolstered by embedding IPE into existing curricula and securing local grants. Mobility efforts include creating adaptable IPE modules that can be implemented across various settings and disciplines. Successes include strong community engagement, faculty enthusiasm and training. Challenges involve maintaining momentum, securing consistent funding, and ensuring volunteer retention.
Top-Administration efforts involve engagement from direct supervisors, deans, and the provost office to ensure sustainability by integrating IPE into the strategic plans and securing funding/resources. Mobility strategies involve promoting inter-departmental collaborations and facilitating the transfer of IPE best practices across institutional boundaries. Achievements include sustainability through gaining strategic alignment with institutional goals, securing initial funding, and embedding IPE into the institutional culture. Challenges include navigating bureaucratic hurdles, ensuring long-term commitment, and aligning various departments.
Mentoring and external support play an essential role in providing guidance on the national level. Sustainability is supported through continuous professional development opportunities and accessing external funding sources. Mobility is enhanced through establishing networks with other institutions to share resources, innovations, and best practices across institutions.
Conclusion:
The experience of two institutions in structuring their IPE programs emphasized strategies that foster sustainability and mobility in IPE initiatives. Key takeaways include the importance of aligning grassroots initiatives with institutional priorities, the need for persistent advocacy at the administrative level, and leveraging external mentorship and resources. Our experiences provide valuable insights for other institutions aiming to strengthen their IPE programs and secure enduring support from higher administration.
This poster fulfills the priority criterion of the AIHC Mentor/Mentee Program.