Group discounts are available for 3 or more faculty attending from the same institution. Notification of the intent to send multiple faculty is received in advance so AAL can provide the appropriate discount code. If the institution is paying, multiple attendees register at the same time indicating payment by the same institutional check, PO, or credit card. If each participant is paying individually, multiple attendees register at the same time and the discount will be divided evenly between the participants. For discount codes, or if you have any questions, please contact AAL Director of Professional Development Dr. Each of the Compass Program live sessions will be recorded and made available to those unable to attend the live presentation or who want to view it again.
AAL is working with a number of associations in different professions to secure CE credits. Currently, the Compass Program includes 20 continuing education credits through the American Dental Association CERP and the Academy of General Dentistry PACE program, courtesy of the American Dental Education Association.
The email address provided during the registration process will be used for access to the system. If you cannot remember your password, enter your email address in the form below and your login information will be sent to you. The Interprofessional Health Care Team: Leadership and Development explores theoretical concepts of leadership in an interdisciplinary health care environment and provides practical examples of these concepts from the perspective of health care scholars, scientists, faculty, and health administration professionals. This comprehensive text introduces multidisciplinary collaboration in three modules: Teamwork and Group Development, Leadership in Interdisciplinary Groups and Building Sustainable, Collaborative Cultures. This valuable resource will help healthcare students and professionals to be prepared for future collaboration with those of other related disciplines in order to develop advanced understanding and competence in health research, academia, evidence-based practice, and health-care policy development and system transformation. In Canada and abroad, government and health care sectors have placed importance on developing a curriculum to change the way health professionals are educated and trained. Coordinated by the Centre for Interprofessional Education and a team of health professionals across the health sciences faculties at the University of Toronto, this certificate course is designed for health professionals interested in interprofessional education and interprofessional practice.
This course aims to develop leaders in interprofessional education who have the knowledge, skills and attitudes to teach both learners and fellow colleagues the art and science of working collaboratively for patient-centered care. Define the current challenges facing educational leaders in moving IPE experiences forward at an institutional level and analyze these using an organizational framework. Manipal, September 23:The Manipal University, Manipal and Foundation for Advancement of International Medical Education and Research (FAIMER), Philadelphia, USA launched a leadership programme in interprofessional education.
The two year fellowship programme includes two annual one-week residential sessions at Manipal University, Karnataka, India and two 11-month online learning sessions which follow the residential sessions. At a function held in the counselling hall of the university building, MoUs were exchanged in the presence of Ms. Please note that under 66A of the IT Act, sending offensive or menacing messages through electronic communication service and sending false messages to cheat, mislead or deceive people or to cause annoyance to them is punishable. South Dakota State University (SDSU) College of Nursing invites applications and nominations for the position of tenure track faculty member in Interprofessional Education.
The College of Nursing sponsors undergraduate and graduate courses supporting a health sciences curriculum and a master of public health degree program offered jointly with the University of South Dakota. The College of Nursing offers a research supportive environment in which tenure track faculty focus on projects of relevance to health care in rural and isolated areas. Explore and develop new opportunities for IPE and practice for new and existing healthcare programs. Collaborate with the IPE faculty team to research and develop best practices for efficient and effective models of IPE and practice. Work with healthcare organizational partners to ensure adequate quantity and quality of interprofessional practice and research opportunities, bringing awareness to the IPE faculty team.


Lead planning and implementation activities for continuous improvement in the IPE and practice components of the educational delivery to students. Facilitate development of faculty practices that incorporate interprofessional practice and research opportunities. Review current policies and recommend new policies related to student performance and behavior in interprofessional practice.
All tenure track faculty members need to meet the general and specific teaching and advising performance standards for faculty members at South Dakota State University and within the College of Nursing.
Tenure track faculty members establish a focused program of research and are expected to successfully seek extramural funding. Doctorate in a health or health-related field (ABD nearing completion considered for Assistant Professor). Potential for (Assistant Professor) or demonstrated record (Associate or Full) of excellence in teaching. Teaching experience at the undergraduate and graduate levels in health professions education. The executive search firm The Hollander Group has been retained by SDSU to assist in this recruitment.
Furthermore, the practical implementation of IPE and of collaborative practice are varied and perhaps even less well understood across the globe. Transforming and Scaling Up Health Professionals′ Education and Training Guidelines. ADA CERP is a service of the American Dental Association to assist dental professionals in identifying quality providers of continuing dental education.
This course will enhance your natural leadership abilities to teach excellence in Interprofessional Education (IPE), helping to build an IPE community of leaders in healthcare. Manipal University-FAIMER International Institute for Leadership in Interprofessional Education (MUFIILIPE), the first one of its kind in the region, emphasizes on the development of leadership competencies for interprofessional practice (IPP). Kindly do not post any personal, abusive, defamatory, infringing, obscene, indecent, discriminatory or unlawful or similar comments. It is obligatory on CANARANEWS to provide the IP address and other details of senders of such comments, to the authority concerned upon request. This position is collaborative across three Colleges because of its unique focus on Interprofessional Education.
Full-time tenure track faculty members have opportunities to teach in both the graduate and undergraduate programs. The College has been nationally recognized for its work in rural and American Indian health, and the preparation of health care providers to serve rural areas and is committed to recruiting and retaining American Indian students in nursing. All tenure track faculty members are expected to meet the general and specific service performance expectations and standards for faculty members at South Dakota State University and within the College of Nursing.
This work 'Leadership Development for Interprofessional Education and Collaborative Practice' is therefore timely and provides a much needed compilation of the variety of definitions, models and activities associated with these terms. ADA CERP does not approve or endorse individual courses or instructors, nor does it imply acceptance of credit hours by boards of dentistry. Interprofessional practice is an essential component of the strategic initiatives within health professions programs in Nursing (pre-licensure, post-licensure Bachelor of Science), Advanced Practice and Graduate Nursing (Master of Science, Doctor of Nursing Practice and PhD), Pharmacy (PharmD), Health Education (BS) and MS programs in Medical Laboratory Science, Dietetics, Athletic Training, Exercise Science and Counseling. The College offers a unique opportunity for faculty to teach and conduct research in a rural health care environment with more than 100 regional clinical and allied health system partners.
Indeed the time is ripe for leadership development in these areas as evidenced by the recent release of the World Health Organization's (WHO, 2013) [1] 'Transforming and Scaling Up Health Professionals' Education and Training Guidelines,' which calls for reform and expansion of health professionals' education and training '…to increase the quantity, quality and relevance of health professionals, and in so doing strengthen the country health systems and improve population health outcomes' (p 11). SDSU aims to provide interprofessional state-of-the-art programs that prepare future professionals to lead healthcare transformation. Achieving the goal of improved population health status will require leadership that focuses not only on population health outcomes but also on building health systems and workforces that maximize the contributions of all health professionals.


This continuing education activity has been planned and implemented in accordance with the standards of the ADA Continuing Education Recognition Program (ADA CERP) through joint efforts between the American Dental Education Association and the Academy for Academic Leadership. Prior to her current positions she spent 8 years as the Managing Director and Senior Consultant at Teleos Leadership Institute where she is still an associate. By expanding opportunities for team-based education, training and practice among the health professions, the leadership skills of each team member can be developed and teamwork functioning can be enhanced, all of which contribute to better patient and population health.The book is divided into three distinct sections along with an Introduction. She also held positions as the Director of Leadership Development at the University of Pennsylvania and a Director of Training and Organizational Development at the Cigna Corporation.
There is a very helpful 'How to Use this Book' guidance section in the Introduction, which permits easy navigation for both content and country-specific interests.
Felice has taught graduate level courses at The University of Pennsylvania, The Wharton School, Temple University and Thomas Jefferson University. A significant contribution is provided in the form of a table, which compiles several pages of definitions and interpretations of keywords and phrases commonly found in the IPE and collaborative practice fields.
This table will go a long way in helping those with interests in the field to better understand and navigate these areas.
Part I provides a historical overview of this field from the perspectives of some of the its leading pioneers. Chapter 2 succinctly describes the contributions of an international cast of IPE leaders from Canada, the USA, Sweden and England. She received her Bachelors of Arts in English and Secondary Education from the State University of New York at Oswego.
Chapter 4 describes a strengths-based leadership (SBL) approach oriented to patient safety, which values the contributions of all team members and is based on IPE, crew resource management (CRM) and human factors.
A helpful interprofessional leadership skills toolkit and short case studies round out the chapter. In Chapter 5, the authors investigate the obstacles leaders face in health care and education around the issues of clinical improvement and collaborative patient-centered care. Two case studies effectively provide insights into how a SBL approach can be used to develop frameworks for improvement and patient safety. Another leadership model is presented in Chapter 7, which involves a university-community engagement scenario.
She has held a number of academic positions including appointments at Temple University in Philadelphia, Pennsylvania and Rush University in Chicago, Illinois and her clinical experiences include a combination of patient care and administrative responsibilities. The model involves transformational leadership and engagement approaches that resulted from an increased interest in IPE among students and their university. A comprehensive literature review and set of lessons learned are also described.Part III provides a wealth of insights into the conceptualization and implementation of IPE and collaborative practice from around the world. These perspectives come from the US, Colombia, India, the Philippines, New Zealand, Kenya and Australia. Each country focuses on its unique contexts in which they are implementing IPE and collaborative practice. The reader will gain much from conducting their own comparisons and contrasts regarding the models of leadership, education and practice activities described in each chapter.The closing reflections offered by Jill Thistle Waite in Chapter 15 are insightful and heartfelt. A short summary of the past, present and future of IPE and collaborative practice are eloquently expressed. The debate concerning the evidence base around IPE and collaborative practice is raised appropriately with some thoughtful 'answers' for those who remain skeptical. Finally, there is an acknowledgement of the critical 'leadership' role that health professions students will play in evolving this field into the future.



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