Interprofessional Education at UNE
The 51品茶School of Pharmacy is committed to advancing a collaborative care model that embraces the role of all health care professionals in the care of patients. 51品茶is a national leader in interprofessional education and students at the School of Pharmacy have an opportunity to work with other health professions including medicine, dental, physician assistants, dental hygiene, social work, nursing, and physical and occupational therapy.
The Interprofessional Education (IPE) curricular plan for the 51品茶 School of Pharmacy is organized around the four recommended characteristics set forth by the 2019 HPAC Guidance on Developing Quality Interprofessional Education for the Health Professions document (Health Professions Accreditors Collaborative 2019). The IPE curricular plan serves to identify the rationale, outcome-based goals, design, and assessment and evaluation methods that will ensure high quality, fully integrated, and purposeful IPE learning in the School of Pharmacy鈥檚 didactic curricula. The curricular plan is designed to prepare learners to enter their experiential curricular experiences with interprofessional knowledge, skills, and attitudes needed to engage in interprofessional collaborative practice. The experiential curriculum provides an environment for students to demonstrate interprofessional teamwork and practice.
WATCH: HIGHLIGHTS FROM the 2023 Northeast IPE CONFERENCE
Didactic Learning Opportunities
Our curriculum has unique interprofessional activities embedded throughout the didactic curriculum including:
- SBIRT (P1)
- IGEP (P3)
- Simulation (P1-P3)
- IPE Experience Course (P3)
Our students engage in interprofessional practice throughout their Advanced Pharmacy Practice Experiences (APPEs) during their fourth year. We have a number of collaborative IPE Practice sites led by School of Pharmacy faculty. Additionally, participants in the Care for the Underserved Pathway Scholars program are placed in communities that allow them to engage in IPE experiences across their fourth year.
| Curricular year | Activity (course) | IPE competency | Health profession(s) |
|---|---|---|---|
| P1 | SBIRT training (ABL 1) | Values and Ethics | Dental Hygiene |
| P1 | MI training (ABL 2) | Values and Ethics, Communications | MED |
| P1 | SIM observation (co-curricular) | Roles and Responsibilities | MED, RN, PA |
| P1 | CAIEP event and reflection | Values and Ethics | Variable |
| P2 | TeamSTEPPS (online modules) | Roles and Responsibility, Communication, Teamwork | MED |
| P2 | Exposure simulation (ABL 3-4; IPPE weeks) | Roles and Responsibility, Communication, Teamwork | MED, RN, PA |
| P2 | CAIEP event and reflection (co-curricular) | Communication | Variable |
| P3 | IGEP experience (IPE course) | Values and Ethics, Roles and Responsibility, Communication, Teamwork | PA, MED |
| P3 | Immersion simulations (IPE course; ABL-6) | Roles and Responsibility, Communication, Teamwork | MED, RN, PT |
| P3 | CAIEP event and reflection (co-curricular) | Teamwork | Variable |
Experiential Learning Opportunities
- Penobscot Community Health Care, contact Michela Fiori
- CUP-AHEC Scholar Locations