ULEAD project presentation three-fold purpose: to learn and apply leadership abilities, to forge partnerships, and to provide service to and improvement of universities of the UNC system. The project topics were submitted and approved by university administrators and were all related to strategic university initiatives. Interprofessional learning involves students learning from students and professors from other professions with the intention of cultivating a collaborative, interactive, and expansive learning environment. For example, some medical schools work with social care disciplines and other health care professions to improve patient-centered health care. The belief is that interprofessional collaboration builds more a flexible, efficient, and effective workforce, but research still needs to prove the claims of supporters. This presentation is our team's response to the topic 'How could interprofessional learning be implemented at our universities and what would be the benefits and costs?' for the 2016 University Leadership Education and Development Program at The University of North Carolina at Chapel Hill.

1. INTERPROFESSIONAL EDUCATION
ULEAD TEAM 3
MATTHEW BELSKIE
JESSICA FLEMING
LARISA RODGERS
NAADII SALAAM
From Silos to Fabric

2. BEGINNING
Interprofessional Education: Learning from,
with and about other professions
 Improves communication and care
quality
 Improves patient outcomes
World Health Organization, 1988
 Responding to changing workforce
needs
 2010- Framework for Action on
Interprofessional Education and
Collaborative Practice
WHAT IS IPE?

3. BEGINNING TIMELINE OF IPE IN THE UNC SYSTEM

4.  Virtual Hospital Simulation Lab (2011)
 School of Health Sciences
 Mobile Clinic
 BCBS-NC Institute for Health and
Human Services (2005)
 Beaver College of Health Sciences
 Three-fold mission
 Collaborative Institute for
Interprofessional Education and Practice
(2013)
IPE ACROSS THE UNC SYSTEM

5. IPE ACROSS THE UNC SYSTEM
 Simulation Learning Center (2013)
 Collaborates with UNC Medical Students and
local paramedics
 Collaborate with Campbell University’s
School of Osteopathic Medicine (2016)
 Interprofessional Simulations (2013)
 TeamSTEPPS
 Assistant Vice Chancellor for
Interprofessional Collaboration (2016)
IPE ACROSS THE UNC SYSTEM

6. ACCREDITING BODIES

7. HEALTH AFFAIRS STRUCTURES
UNC-Wilmington:
College of Health and Human Services
 School of Nursing
 School of Social Work
 School of Health and Applied Human
Sciences
UNC-Chapel Hill:
School of Nursing
School of Social Work
School of Medicine
 Allied Health Sciences
 Orthopedics
 Physical Medicine and
Rehabilitation
School of Pharmacy
School of Dentistry
School of Public Health
 Nutrition
Winston Salem State University:
School of Health Services
 Department of Nursing
 Department of Occupational Therapy
 Department of Physical Therapy

8. IPE @ CAROLINA
• IPE Collaborative in
Geriatrics
• Interprofessional Training
and Communication*
• Population Health*
• Interdisciplinary Service
Learning Trip*
• Older Adult Theory and
Practice*
• Death and Dying*
• IPE Collaborative in
Geriatrics
• Oral Wellness &
Nutrition
• Population Health*
• Interdisciplinary
Service Learning Trip*
• Older Adult Theory
and Practice*
• Death and Dying*
• IPE Collaborative in
Geriatrics
• PrimeCare Grant
(2014-2017)
• Interdisciplinary
Service Learning Trip*
• Older Adult Theory
and Practice*
• Death and Dying*
*denotes a for-credit course

9. IPE @ CAROLINA
• Oral Wellness &
Nutrition (2013–2016)
• IPE Collaborative in
Geriatrics
• Shared faculty position
(with Pharmacy, August
2016)
• IPE Collaborative in
Geriatrics
• Interprofessional
Training and
Communication*
• Interdisciplinary Service
Learning Trip*
• Older Adult Theory and
Practice*
• IPE Collaborative in
Geriatrics
• Oral Wellness & Nutrition
(2015-2016)
• Shared faculty position
(with Dentistry, August
2016)
*denotes a for-credit course

10. SHAC

11. COMMONLY INDENTIFIED CHALLENGES
 Scheduling
 Financial Compensation/Curriculum
Credit
 Common, Neutral Spaces
 Political Landscape
 Dedicated Faculty and Staff

12. ADDRESSING THE BARRIERS
Health Affairs Collaborative (2011)
 10% FTE per school
 Focus on building and organizing more
robust IPE
IPE Steering Committee Goals (March 2016)
 Examine accreditation standards and
strategize ways to introduce IPE to meet
competencies for each school, providing a
unified approach
 Develop a strategic plan for IPE
implementation
 Serve as a liaison to the schools to connect
faculty for IPE activities
 Ensures that IPE content matches appropriate
learning need for students
 Prioritize IPE initiatives and match them to
competencies for learning need

13. CHALLENGES FACING IPE @ UNCSOLUTIONS TO ADDRESS IPE FUNDING

14. MINIMAL LEVELS OF FUNDING
 Brown bag lunches
 Lunch and learns
 Community service
projects

15. SOLUTIONS TO ADDRESS DIFFERENT FUNDING LEVELS $1,000-$10,000
 Training classes
 One or two day conferences
 One credit seminar course
 Development of an app as a repository of IPE
activities
MODERATE LEVELS OF FUNDING

16. SOLUTIONS TO ADDRESS DIFFERENT FUNDING LEVELS
 $125,000/year
 Program Manager: salary + benefits= $90,300
 Faculty course buy-out: $28,000
 Office supplies: $1,500
 Special events: $3,000
 Special equipment/technology: $2,000
 Professional development/scholarly journals: $200
 Five Year Commitment
FULLY EMBEDDED IPE PROGRAM

17. HOW TO FUND IPE

18. TELLING THE IPE STORY

19. TELLING THE IPE STORY
Why make a video?
 Portable
 Fast ramp-up time
 Inexpensive
 Effective

20. We don’t work in silos,
so why should we learn in them?

21. Q & A