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Development of accreditation standards for interprofessional education: a Canadian Case Study.

Ruby E Grymonpre1, Lesley Bainbridge2,3, Louise Nasmith4

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Canada leads in interprofessional education (IPE) accreditation, with a decade of experience examining IPE in health programs. This case study explores the impacts of IPE accreditation on collaborative practice.

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AccreditationHealth professional educationInterprofessional education

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Area of Science:

  • Health Professions Education
  • Interprofessional Education (IPE)
  • Accreditation Standards

Background:

  • Global shift towards interprofessional education (IPE) in health/social services.
  • World Health Organization (WHO) mandates IPE accreditation (Indicator 3-06).
  • Limited literature on IPE accreditation's influence on program quality.

Purpose of the Study:

  • Share the Canadian case study on IPE accreditation.
  • Increase awareness of embedding IPE language into accreditation standards.
  • Examine downstream impacts of IPE accreditation.

Main Methods:

  • Review of the Accreditation of Interprofessional Health Education (AIPHE) projects (2007-2011).
  • Analysis of policy context, theories, preconditions, and logic models.
  • Evaluation of findings from a collaborative of eight Canadian accrediting organizations.

Main Results:

  • Canada is a global leader with over a decade of collective IPE accreditation experience.
  • Established a framework for accrediting interprofessional health education.
  • Demonstrated the need for specific IPE language in accreditation standards.

Conclusions:

  • Canada's unique position to study long-term impacts of IPE accreditation.
  • IPE accreditation is crucial for fostering interprofessional collaborative practice.
  • Highlights implications for future research in health workforce development.