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Clark PG. Is Project ECHO the transformational silver lining for interprofessional and interorganizational collaboration? J Interprof Care 2024; 38:759-767. [PMID: 38655848 DOI: 10.1080/13561820.2024.2343832] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Accepted: 04/09/2024] [Indexed: 04/26/2024]
Abstract
The globally disruptive impact of the COVID-19 pandemic on both healthcare systems and health profession education has created an opportunity for a reassessment of methods for delivering interprofessional practice education (IPE). A good candidate for consideration is Project ECHO (Extension for Community Healthcare Outcomes). Its unique combination of structural design in connecting specialist and community-based clinical sites, foundational education theories, and didactic and case-based learning methods present an innovative and promising new method of promoting both interprofessional and interorganizational collaboration. This paper first provides a description of Project ECHO, its major features, recent expansion during the pandemic, and IPE-related research history. Second, the educational concepts and theories underlying its use and their implications for interprofessional and interorganizational collaboration are reviewed. These include community of practice and single and double-loop learning. Third, the expression of these concepts in how key elements of ECHO are utilized - including the didactic presentation; the case study presentation, discussion, and tele-mentoring; and the power of community and tele-networking - will be explored. Finally, implications and applications for the expansion of ECHO into promoting competency-based education and innovative interprofessional and interorganizational collaboration will be presented.
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Affiliation(s)
- Phillip G Clark
- Program in Gerontology and Rhode Island Geriatric Education Center, University of Rhode Island, Kingston, RI, USA
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2
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Chan CT, Dommert-Breckler B, Cannon J, Cassidy R, Crampton K, Concepcion D, Hutchinson S, Joseph J, Mehrotra R, Moore G, Pierce N, Rivara MB, Wilkens K. Home Dialysis Curriculum Implementation for Health Care Workers Using Project ECHO Principles: A Feasibility Report From NKF-KDOQI. Kidney Med 2023; 5:100735. [PMID: 38116166 PMCID: PMC10728695 DOI: 10.1016/j.xkme.2023.100735] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2023] Open
Affiliation(s)
- Christopher T. Chan
- Division of Nephrology at University Health Network, Toronto, Ontario, Canada
| | | | | | | | | | | | | | | | - Rajnish Mehrotra
- Division of Nephrology, Department of Medicine, University of Washington School of Medicine, Seattle, WA
| | | | - Nancy Pierce
- Network 16 Medical Review Board, St Peter’s Health, Helena, MN
| | - Matthew B. Rivara
- Division of Nephrology, Department of Medicine, University of Washington, Seattle, WA
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Murry LT, Asokan A, Baumgart G, Bosworth J, Capobianco L, Chapman L, Estevez MM, Hughes PJ, Knutson A, LaNou E, Lehman N, Lawson B, Malhotra J, Matson A, Sogol EM, Yoon D, Engle JP, Travlos DV. Principles for Continuing Professional Development (CPD) Programs: A Statement by the ACPE CPD Advisory Committee. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100578. [PMID: 37524261 DOI: 10.1016/j.ajpe.2023.100578] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2023] [Revised: 07/14/2023] [Accepted: 07/27/2023] [Indexed: 08/02/2023]
Abstract
Continuing Professional Development (CPD) has received increased attention within the pharmacy profession in the United States and is recognized as a potential pathway for ongoing professional development and practice transformation. Despite potential benefits of CPD, adoption in the United States has remained limited. A CPD program accreditation pathway, including principles, guidance, and a credit system for CPD programs, has recently been approved by the Accreditation Council for Pharmacy Education Board of Directors. This commentary reviews existing literature regarding pharmacy CPD, introduces CPD program principles and guidance for CPD program providers, and describes the model for awarding CPD units.
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Affiliation(s)
- Logan T Murry
- The Accreditation Council for Pharmacy Education, Chicago, IL, USA.
| | | | - Glen Baumgart
- The University of Texas at Austin, College of Pharmacy, Austin, TX, USA
| | - Jennifer Bosworth
- The University of Texas at Austin, College of Pharmacy, Austin, TX, USA
| | | | - Liza Chapman
- Pharmacy Technician Certification Board, Washington, DC, USA
| | | | | | | | - Ellie LaNou
- Board of Pharmacy Specialties, Washington, DC, USA
| | - Nicholas Lehman
- Drake University, College of Pharmacy and Health Sciences, Des Moines, IA, USA; Unity Point West Des Moines Family Medicine and Internal Medicine, West Des Moines, IA, USA
| | - Brian Lawson
- Board of Pharmacy Specialties, Washington, DC, USA
| | - Jodie Malhotra
- University of Colorado, Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, CO, USA
| | - Adrienne Matson
- University of Kentucky, College of Pharmacy, Lexington, KY, USA
| | | | - Diane Yoon
- Children's Hospital Los Angeles, Los Angeles, CA, USA
| | - Janet P Engle
- The Accreditation Council for Pharmacy Education, Chicago, IL, USA
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Fitzgerald C, Aleo G, Affonso D, Orlik W, Grech P, García-Vivar C, Kilkku N, Wray J, Culhane A, Balogh Z, Lillo-Crespo M, Harrison N, Gazić M, Kearns T. Development of a European Centre of Excellence (Coe) for Research in Continuing Professional Development (UPGRADE). JOURNAL OF CME 2023; 12:2160092. [PMID: 36969484 PMCID: PMC10031800 DOI: 10.1080/28338073.2022.2160092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Revised: 12/12/2022] [Accepted: 12/14/2022] [Indexed: 06/18/2023]
Abstract
The European Centre of Excellence (CoE) for Research in Continuing Professional Development (UPGRADE) is a pan-European network of researchers, clinicians, regulators, educators, and professional bodies, established in 2020 through a consensus group of experts, who defined its mission, vision, values, aims and objectives. The Centre's aim is to advance the science of Continuing Professional Development (CPD) for healthcare professionals through research and dissemination of best practices for CPD. Debate among UPGRADE partners and interchange of research data will yield best practices across countries to optimise quality CPD programmes. Collaboration, information exchange and communication among CPD experts will be facilitated through UPGRADE via an online Community of Inquiry (CoI). UPGRADE aims to evolve as a driving force network of academics and health professional leaders in research, education, professional regulation, and clinical practice whose collaborative work ensures quality and safe person-centred care. UPGRADE members are from 22 European countries, represented by strategic leaders in diverse sectors of health, policy, academia, and professional organisations. Three research-working groups constitute the pillars of UPGRADE, which addresses gaps in research, collect and create critical databases, and solidify the effectiveness of CPD.
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Affiliation(s)
- Catherine Fitzgerald
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Giuseppe Aleo
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Dyanne Affonso
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Witold Orlik
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Paulann Grech
- Department of Mental Health, University of Malta, MaltaMalta
| | | | - Nina Kilkku
- School of Social Services and Health Care, Tampere University of Applied Sciences, Tampere, Finland
| | - Jane Wray
- Faculty of Health Sciences, University of Hull, Hull, UK
| | - Aisling Culhane
- Department of Research and Policy Psychiatric Nurses’ Association Ireland, Station House The Waterways Sallins, Co Kildare, Ireland
| | - Zoltán Balogh
- College Professor Head of Nursing Department, Vice Dean for Clinical Relations, Faculty of Health Sciences, Semmelweis University, Budapest, Hungary
| | | | - Nigel Harrison
- Pro Vice Chancellor & Dean, Faculty of Health, Education, Medicine and Social Care, Anglia Ruskin University, Cambridge, UK
| | - Mario Gazić
- President of Croatian Nursing Council, University of North, Zagreb, Croatia
| | - Thomas Kearns
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland
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