Health Profession Schools
Care delivered by well functioning teams is better than care provided by health professionals practicing without coordination.1, 5
Healthcare schools that want to prepare students to function effectively on Interprofessional collaborative teams—in order to provide cost-effective quality care—need to promote Interprofessional collaborative education.6
Given that the Joint Commission7 estimated that 80 percent of all serious medical errors in the United States involve miscommunication, patient safety will likely improve when health profession students enter the workforce with superior communication skills provided by interprofessional education.8
The most important component of well-functioning teams in hospital settings is mutual trust among team members.9
While a number of studies have identified characteristics associated with workplace trust, no known researchers have looked at a large, comprehensive set of characteristics—until Trust Capital Institute®, that is.
At Trust Capital Institute®, we provide:
- Thought leadership based on research and years of experience with what works
- Interprofessional collaborative education course design and development
- Training and coaching for faculty, to enable them to foster Interprofessional collaborative competencies among students
Our Culture of Trust® Offerings utilize the Core Competencies for Interprofessional Practice framework developed by the Interprofessional Education Collaborative—an expert panel of representatives from the American Association of Colleges of Nursing, American Association of Colleges of Osteopathic Medicine, American Association of Colleges of Pharmacy, American Dental Education Association, Association of American Medical Colleges, and the Association of Schools of Public Health.6
We then integrate our proprietary Trust Infusion™ methodology, which combines research with years of experience with what works. You won’t find our combination of services in any other firm.
To find out more about how we can help you prepare your students well for the demands of today’s healthcare practice environments, contact us.
1 Shortell, S. M., J. E. Zimmerman, D. M. Rousseau, R. R. Gillies, D. P. Wagner, E. A. Draper, W. A. Knaus, and J. Duffy. 1994. The performance of intensive care units: Does good management make a difference? Medical Care 32(5): 508–525.
2 Goni, S. 1999. An analysis of the effectiveness of Spanish primary health care teams. Health Policy 48:107–117.
3 Campbell, S. M., M. Hann, J. Hacker, C. Burns, D. Oliver, A. Thapar, N. Mead, D. G. Safran, and M. O. Roland. 2001. Identifying predictors of high quality care in English general practice: Observational study. British Medical Journal 323(7316): 784–787.
4 Stevenson, K., R. Baker, A. Farooqi, R. Sorrie, and K. Khunti. 2001. Features of primary health care teams associated with successful quality improvement of diabetes care: A qualitative study. Family Practice 18(1): 21–26.
5 Mukamel, D. B., H. Temkin-Greener, R. Delavan, D. R. Peterson, D. Gross, S. Kunitz, and T. F. Williams. 2006. Team performance and risk-adjusted health outcomes in the program of all-inclusive care for the elderly (PACE). Gerontologist 46(2): 227–237.
6 Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for Interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.
7 Joint Commission. 2012. Joint Commission online. June 27. http://www.jointcommission.org/ assets/1/23/jconline_June_27_12.pdf.
8 Institute of Medicine. (2013). Interprofessional education for collaboration: Learning how to improve health from interprofessional models across the continuum of education to practice: Workshop summary. Washington, DC: The National Academies Press.
9 Mitchell, P., M. Wynia, R. Golden, B. McNellis, S. Okun, C. E. Webb, V. Rohrbach, and I. von Kohorn. 2012. Core principles and values of effective team-based care. Discussion Paper, Institute of Medicine, Washington, DC.