To promote innovative change in health professions education through the acquisition of knowledge, resources, and strategies to introduce or expand interprofessional prevention initiatives and service-learning on campuses.
In “Who Will Keep the Public Healthy? Educating Public Health Professionals in the 21st Century,” the Institute of Medicine (IOM) recommended “a significant expansion of supervised practice opportunities and sites.” The IOM committee also recognized the difficulty for people in public health to obtain “additional training that would make them even more effective and that would encourage them to continue in public health practice” (IOM, 2003).
Interprofessional Prevention Education Grantees
Fourteen APTR member faculty were selected to evaluate interprofessional prevention education programs and progress in order to promote best practices. Of the fourteen grantees from the original 2007-2008 APTR Institutes, all fourteen grantees successfully gathered impact data on translation of classroom instruction and the contribution of service-learning since 2008, and have shared teaching resources.
Prevention Education Evaluation Grantees
Qualitative and quantitative data on translation of classroom instruction and the contribution of service-learning. Evaluations include data on administrative structure and support, competencies, students and community members served, affiliations with community partners, student feedback, and lessons learned.
"The 2007 APTR Institute for Interprofessional Education sparked collaborative conversations and agreements between several programs at Creighton University that ultimately led to the creation of the Center for Health Promotion and Well-Being. The interprofessional nature of the Center is key to its success and provides many opportunities to serve the community in a way that leads to greater overall health and well-being."
"Developing anything that is complex and multilayered can be both an exhilarating and exasperating experience. This is certainly true of curriculum development and charting into new territory, such as interprofessional education. Remembering what a great privilege it is to be a part of positively influencing the learning of our future health professionals is an ongoing extrinsic motivator for our team; when you do something with love, joy and gratitude it is so much better!"