Implementing a Longitudinal Interprofessional Curriculum: The University of Minnesota 1Health Journey

Friday, April 24, 2015
Key Ballroom 11-12 (Hilton Baltimore)
Cheri Friedrich, DNP, RN, CNP, Nursing, University of Minnesota, Minneapolis, MN, Brian Sick, MD, Medicine, University of Minnesota, Minneapolis, MN and Amy Pittenger, PharmD, PhD, Pharmacy, University of Minnesota, Minneapolis, MN
Now is a time of great change in the health care industry as the Nation grapples with Health Care Reform. In 2008 the Triple Aim was first introduced by the Institute for Health Care Improvement (IHI) as a framework to guide care delivery in which costs are contained, patient care experiences are improved and population health is addressed (Berwick, Nolan, & Whittington, 2008).  It has been suggested that new models of care will help to achieve these goals.  Not long after the introduction of the Triple Aim the Interprofessional Education Collaborative Expert Panel (2011) introduced the core competencies for interprofessional collaborative practice.   It is believed that improving collaboration will help to meet the Triple Aim.

To ensure that health care graduates are prepared for this collaborative practice it is essential that students are educated in the context of an interprofessional curriculum. Developing a longitudinal curriculum is challenging in a large academic health center, but a clearly defined framework will guide the work that is necessary. Currently, a university is implementing a four-year interprofessional education (IPE) curriculum that addresses foundational knowledge, necessary skill development and interprofessional experiential opportunities (appendix A). This poster details the successes and challenges we have had on this journey. 

Some of the successes were: support of the deans of all of the schools, development of a curriculum framework (appendix B), a core team with dedicated time to implement IPE curriculum (the 1Health team), an interprofessional curriculum committee work-group, faculty champions, and a formalized faculty development curriculum.  Some of the challenges that were encountered include: conflicting program rotations/schedules, lack of financial incentive related to IPE workload, lack of evaluation data, perceived lack of momentum, and lack of broad faculty engagement. 

The University continues to build on its success and learn from its failures while keeping in mind the ultimate goal of creating collaborative health care providers ready to tackle the Triple Aim in a transforming health system.