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Economic models for sustainable interprofessional education
Patricia A Carney1, David T Bearden2, Molly L Osborne3
1Department of Family Medicine, School of Medicine, Oregon Health & Science University, Portland, OR, USA.
Journal of Interprofessional Care
|August 16, 2018
Summary
Understanding funding models for interprofessional education (IPE) is crucial for healthcare efficiency and patient safety. This paper explores centralized, blended, and decentralized funding approaches to overcome economic barriers in university settings.
Area of Science:
- Health Professions Education
- Healthcare Management
- Educational Funding
Background:
- Limited research exists on funding models for interprofessional education (IPE).
- Economic barriers can hinder the implementation of IPE curricula in universities.
- IPE involves shared resources (space, time, faculty, tuition) across multiple programs and schools.
Purpose of the Study:
- To explore and discuss three distinct funding models for interprofessional education (IPE).
- To identify the strengths and challenges associated with each funding model.
- To initiate a discussion on the return on investment for IPE.
Main Methods:
- Review and analysis of three potential funding models for IPE: Centralized, Blended, and Decentralized.
- Discussion of the implications of each model for stakeholders (leadership, faculty, students).
- Examination of economic barriers and financial flow in IPE implementation.
Main Results:
- Identified three primary funding models: Centralized, Blended, and Decentralized.
- Outlined the specific strengths and challenges inherent in each model.
- Highlighted the need for clarity on tuition costs and fund distribution.
Conclusions:
- Effective funding models are essential for sustainable interprofessional education (IPE) implementation.
- Addressing economic barriers through clear funding strategies can foster collaboration and culture change.
- Further discussion on these models is needed to understand the return on investment of IPE.
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