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Evaluation and Assessment Text

Model for Improvement

The Model for Improvement focuses on three questions:

  1. What are we trying to accomplish?
  2. How will we know that a change is an improvement?
  3. What change can we make that will result in improvement?

These questions can be addressed through a Plan, Do, Study, Act cycle.

Program Data Text

Office of Interprofessional Education (IPER) Program Data 2016-2019

IPER has facilitated 2,945 interprofessional student experiences and established a menu of IPE activities that include: the Clarion Competition, Disaster Day, Texas A&M Employee Flu Clinics, IPER Symposium, and Operation Lone Star. IPER contributed 7,493 coordinated, IPE-dedicated staff hours annually and provided urricular development support for IPE 101, Disaster Day, Operation Lone Star, and Spanish for Health Professionals.

Requested Infrastructure and Milestones Met

IPER established the IPE Leadership Team (LT) with dean appointees. They collaborated with the LT to: develop IPER organizational chart and HSC IPE mission, conduct the 2016 faculty IPE engagement survey, develop an organizational model for IPE, establish a theoretical system for IPE activities, build an IPE website, develop an HSC IPE strategic plan, and initiate an evaluation and assessment plan including a logic model.

IPE Faculty Development

IPER faculty development included support for: 17 Interprofessional Leadership Fellows. Thd office further supported 5 IPE grants, one of which was awarded. Additionally, IPER trained ten TeamSTEPPS Master Trainers and eight individuals have been trained in TeamSTEPPS Fundamentals.

National and State Recognition

Members of the IPER office have served the national IPE community 11 times, currently serve on the Board of Directors of the Texas IPE Consortium, have delivered 7 IPE conference presentations, and received the Thibault Nexus Award Honorable Mention in 2018.

The Two-Pronged Organizational Model for Interprofessional Education (IPE)

The Texas A&M Health organizational model for IPE features both centralized and decentralized IPE. The following are supported and promoted through centralized IPE:

  • Funding/Staff/Space
  • Administrative Support
  • IPE Leadership Team with Dean Appointees
  • IPE Mission/Strategic Plan
  • IPE Definition (WHO)
  • IPE Competencies (IPEC)
  • IPE Expertise
  • Increased Collaboration
  • IPE Faculty Development
  • Sustained Large-Scale IPE Experiences
  • Evaluation Grant Coordination
  • Support for Meeting Accreditation Mandates
  • Change Management for IPE Embeddedness
  • Reduce Barriers to IPE

Decentralized IPE occurs when individual faculty act as IPE Champions. For example, a faculty member from College A collaborates with a faculty member from College B to establish a small-scale IPE experience with or without IPER support.