Kimberley
Begley,
PharmD, RPh, FNAP
Professor of Pharmacy Practice, Director of Curriculum - CIPER
Creighton University
Dr. Kimberley Begley is a Professor of Pharmacy Practice in the School of Pharmacy and Health Professions at Creighton University. She is the Director of Curriculum for the nationally recognized Center of Interprofessional Practice, Education, and Research (CIPER). Dr. Begley’s research centers on assessment of learning, interprofessional collaboration, and community engagement.
Presenting at the Nexus Summit:
In the ever-evolving landscape of Interprofessional Practice and Education (IPE), it is crucial to prioritize the systematic and longitudinal assessment of IPE program/curricula effectiveness. This approach to assessment is necessary to demonstrate that minimum accreditation standards have been met; but further, it is essential for gathering empirical evidence to inform evidence-based practice and to refine IPE initiatives for quality improvement that meet evolving needs of learners, patients and caregivers. This seminar offers a comprehensive exploration of strategies to best navigate…
Background: Interprofessional education (IPE) is explicitly mandated across most health professions to foster collaborative practice among healthcare professionals. However, the absence of a standardized approach for developing and implementing IPE curricula, as well as for identifying and assessing appropriate learning outcomes, has resulted in significant variation both within and across different health professions. Understanding how educational institutions with nationally-recognized IPE centers and programs implement their IPE curricula and assessment practices is crucial for gaining…
The goal of this seminar is to provide attendees with a strong understanding of educational scholarship and provide them with concrete next steps for development and implementation of a scholarly project using their own research ideas. While there is no dearth of literature on interprofessional education (IPE), there is a need for rigorous IPE studies that: (1) measure effects on behaviors, organizational change, and delivery of care, (2) develop a firmer understanding of the teaching and learning processes, (3) measure the processes and products of IPE using standardized models, (4) measure…
The objective of this national study was to examine the interprofessional education (IPE) curricula and assessment methods in health profession colleges/schools and academic health centers. A 55.6% response rate was obtained (n=69). Data was analyzed descriptively with frequency counts and means as appropriate. The open-ended questions were analyzed by three researchers using a qualitative content analysis process.
Presenting the results of a national survey on IPE will offer a comprehensive snapshot of the current landscape of IPE curricula and assessment practices across various…