1. Interprofessional Education Building from the Bottom Out
Stacy Jaffee Gropack, PhD, PT
Associate Dean
School of Health Professions
LIU, Brooklyn

3. Diagnostic Medical Sono-graphy Occup-ational Therapy Physical Therapy
Exercise Science
Health Science
Diagnostic Medical Sono-graphy
Occup-ational Therapy
Physical Therapy
Physician Assistant
Public Health
Res-piratory Care
Social Work
Athletic Training

4. Entry to practice program in Nursing RN to BS program in Nursing
Advance practice program in Nursing
MS program in Nursing and Healthcare Management
MS program in Nursing Education

5. Social and Administrative Sciences
Pharmacy Practice
Pharmaceutics
Social and Administrative Sciences
Pharmacology/Toxicology/Medicinal Chemistry

6. Developing an IPE Plan
Commitment of the three schools given our unique position (no academic health center).
Creation of mission and goals that represent those of the current health care environment and the institution.
Creation of a survey to determine current practice and need.
Faculty development.
Student workshop.
Reassessment.

7. Mission of IPE at LIU
To provide students, faculty, administrators, and staff at LIU with opportunities to develop the knowledge, skills, attitudes, and behaviors needed to provide interprofessional care and services in a variety of settings in accordance with the University’s mission, vision, and goals.

8. Mission of the IPE Task Force
To recommend a strategic approach to interprofessional education (IPE) at LIU that is cost and resource-efficient, and is aligned with outcomes delineated by the Interprofessional Education Collaborative (IPEC) and other relevant national organizations. The Task Force also will recommend an assessment strategy to ensure that students are able to demonstrate achievement of core competencies and are able to function constructively and collaboratively within interprofessional teams in order to
improve health outcomes.

9. Preliminary Conclusions from Survey Data
Faculty are convinced of the usefulness and need to increase IPE & IPC
Need to increase IPE/IPC training and collaboration within LIU
Need to Increase resources and support
Need to revisit the pedagogy of delivering curricula in the health professions
What is didactic?
What are the alternative ways to teach the curricula?
What training/resources are needed?

10. Faculty Development
Faculty Development
Didactic
Clinical
Adjunct
Planning and developing an IPE course can be different in many ways from a course offered to only one profession. IPE can take a considerable amount of resources and time, reportedly requiring 3 times the preparation of a traditional course. To optimize the potential for a successful IPE initiative, the faculty members involved need initial preparation and continual development in this area.2 Historically, faculty members have not been trained to teach before being hired as educators; instead, they teach in ways similar to how they were taught, learn on the job, and/or grow through faculty development programs.

11. Faculty Development
Discussion of educational background and professional curricula
Case study
Professional’s role in the case
Professional’s contribution to the case
Conflict
Leadership
Debriefing

12. Moving Forward Student Workshop
Workshop for clinical and adjunct faculty
Future Plans
Narrow the scope