Economic models for sustainable interprofessional education

Patricia (Patty) Carney, David T. Bearden, Molly Osborne, Martha Driessnack, Curt C. Stilp, Judith Gedney Baggs, Jared Austin, Kristi Tonning, Jennifer Boyd

Research output: Contribution to journalArticle

Abstract

Limited information exists on funding models for interprofessional education (IPE) course delivery, even though potential savings from IPE could be gained in healthcare delivery efficiencies and patient safety. Unanticipated economic barriers to implementing an IPE curriculum across programs and schools in University settings can stymie or even end movement toward collaboration and sustainable culture change. Clarity among stakeholders, including institutional leadership, faculty, and students, is necessary to avoid confusion about IPE tuition costs and funds flow, given that IPE involves multiple schools and programs sharing space, time, faculty, and tuition dollars. In this paper, we consider three funding models for IPE: (a) Centralized (b) Blended, and (c) Decentralized. The strengths and challenges associated with each of these models are discussed. Beginning such a discussion will move us toward understanding the return on investment of IPE.

Original languageEnglish (US)
JournalJournal of Interprofessional Care
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

Economic Models
Education
Financial Management
Patient Safety
Curriculum
Economics
Students
Delivery of Health Care
Costs and Cost Analysis

Keywords

  • Economic frameworks
  • health professions tuition
  • interprofessional education
  • sustainability

ASJC Scopus subject areas

  • Medicine(all)

Cite this

Economic models for sustainable interprofessional education. / Carney, Patricia (Patty); Bearden, David T.; Osborne, Molly; Driessnack, Martha; Stilp, Curt C.; Gedney Baggs, Judith; Austin, Jared; Tonning, Kristi; Boyd, Jennifer.

In: Journal of Interprofessional Care, 01.01.2018.

Research output: Contribution to journalArticle

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