AIHC Mentoring Program
Background
Interprofessional collaborative healthcare teams are a valuable resource for increasing access to care for historically marginalized communities. Academic-community practice partnerships leverage the resources of academic institutions with the networks and expertise of community partners to increase access to quality care that advances health equity. The ability to develop, implement, and educate students within these partnerships can differ based on whether they originate from academic medical centers or academic institutions without a medical center. The aim of this lightning talk is to explore the differing perspectives in establishing interprofessional academic-community practice partnerships to serve the healthcare needs in communities of need.
Design
This lightning talk discusses the similarities, differences, benefits, and challenges of interprofessional healthcare team development within academic-community partnerships from differing academic perspectives. The experiences of faculty within an academic medical center in developing an interprofessional practice partnership with a community non-profit and a Federally Qualified Health Center will be discussed along with experiences of faculty within an academic setting without a medical center to address access to care for migrant farmworkers.
Results
The formation of successful interprofessional academic-community practice partnerships from an academic medical center and academic institution without a medical center point-of-view has important differences and similarities. The partnerships draw from the resources, expertise, and strengths to provide access to care to communities in need by utilizing interprofessional care teams.
Conclusions
There are important lessons to be learned and shared between academic medical centers and academic institutions without a medical center in forming academic-community practice partnerships. The benefits and challenges include the availability of interprofessional providers and students, resources, and community partners with mutual goals. The ability to build interprofessional collaborative healthcare teams outside of academic medical centers, as well as within, is an important discussion if we are to address the issue of access to care in vulnerable communities.
Reflections
Interprofessional academic-practice partnerships are mutually beneficial in increasing access to quality care and supporting interprofessional student training. Continuous efforts in team development are essential to harness the full potential of the practice partnerships. The integration of these models can lead to enhanced care coordination, system integration, and a holistic approach to patient care. Understanding the strengths and differences between these entities is vital for the evolution of healthcare delivery and interprofessional education.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is 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.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
