The Evolution and Importance of Interprofessionalism in Healthcare

• In Event: Enhancing Professional Inclusivity in Interprofessional Continuing Education Environments in the Health Professions

Abstract

The concept of interprofessionalism emerged in the health professions as a response to increasing complexity and structural changes in health care, necessitating collaborative approaches across various disciplines. Initially gaining traction in the second half of the 20th century, interprofessional practice and education were seen as innovative strategies to improve healthcare outcomes and enhance the efficiency of healthcare systems (Barr, 2002). Important reports by the Institute of Medicine in 2000 (“To Err is Human”) and in 2001 ("Crossing the Quality Chasm") highlighted quality and safety issues as well as the fragmentation in healthcare and called for integrated approaches, fostering the growth of interprofessional education (IPE) as a means to break down professional silos and enhance collaboration across professional borders. The World Health Organization also recognizes interprofessional collaboration and education as one of the most promising solutions in addressing current shortcomings in healthcare worldwide (WHO, 2010).
It is now widely acknowledged that Interprofessionalism has the potential to improve patient outcomes, reduce errors, and enhance job satisfaction among healthcare professionals (Reeves et al., 2016). Interprofessional collaboration has emerged as a pivotal component for effective healthcare delivery, driven by the complex, multidisciplinary nature of patient care today. And although some research gaps still exist, a number of studies provide evidence that IPE has the potential to fulfill the so called “Quintuple Aim”, i.e. better patient care, better population health, better value, better work experience, and better health equity (IOM 2015). Core competencies for interprofessional practices were first established in 2011 by an expert panel of representatives of numerous professions (IPEC 2011). This competency framework (which has been updated twice since then) represents four competency domains: values and ethics, roles and responsibilities, communication, and teams and teamwork (IPEC 2016, IPEC 2023).
It is commonly recognized that interprofessional learning is necessary to develop future healthcare professionals for collaborative practice. Interprofessional education (IPE) – where learners from two or more professions learn with, from, and about each other – has been proposed as the primary strategy for interprofessional learning and the development of competencies for collaborative practice (Thistlethwaite 2012). IPE is a typically offered in educational programs for health professions students and clinical trainees and in fact if often required by accreditation agencies. (Azzam 2022). Furthermore, increasing attention is being placed on the need for educational and clinical leaders, including faculty, to develop their own skills in interprofessional practice and IPE.
We assert that fostering an understanding of and appreciation for interprofessionalism should be a cornerstone of continuing education programs (not just) in health professions.

Author

• Goetz Fabry, University of Freiburg