Establishing Transdisciplinary Professionalism for Improving Health Outcomes Workshop Summary (2014) / Chapter Skim
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The views contained in the report are those of individual workshop participants and do not necessarily represent the views of all workshop participants, the planning committee, or the Institute of Medicine. 2 The individual authors of the definition also assisted with the planning of the workshop and include Cynthia Belar, American Psychological Association; Matthew Wynia, American Medical Association; Liza Goldblatt, Academic Consortium for Complementary and Alternative Health Care; Nancy Hanrahan, University of Pennsylvania School of Nursing; Sandeep Kishore, Weill Cornell Medical College and Harvard Medical School; Sally Okun, P atientsLikeMe; Rick Talbott, Association of Schools of the Allied Health Professions; Rick Valachovic, American Dental Education Association.
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This effort might include working with educators in developing innovative and effective ways to transfer collaborative skills, values, and behaviors to students, and providing leadership that fosters ongoing research and innovation for transformative change. Within this context an ad hoc committee planned and conducted a 2-day public workshop titled "Establishing Transdisciplinary Professionalism for Health." The committee developed the workshop agenda, selected and invited speakers and discussants, and moderated many of the discussions. The issues addressed at the workshop came from the Statement of Task, which provided the structure for the workshop agenda; this statement can be found in Box 1-1.
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Of course, one advantage slime molds have over health professionals is that amoebas are not concerned about crossing professional boundaries. Turf Battles Interprofessional collaboration requires health professionals to let go of historical differences that have impeded communication and cooperation in the past.
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This brief summary represents some of the creative thinking that took place at the IOM Global Forum's workshop titled "Establishing Trans disciplinary Professionalism for Health." Most of the 59 members making up the Global Forum at that time were present at the workshop and e ngaged with outside participants in active dialogue around issues related to professionalism and how the different professions might work effectively together and with society in creating a social contract. The structure of the workshop involved large plenary discussions, facilitated table conversations, and small-group breakout sessions.
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The first workshop was titled "Educating for Practice: Improving Health by Linking Education to Practice Using IPE," and the second was titled "Educating for Practice: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice." At these workshops, participants heard from the Global Forum members from Canada, India, South Africa, and Uganda, and about their work in IPE. Known as the Global Forum's Country Collaboratives, these members were selected to join the Global Forum on the basis of their demonstration projects involving at least a school of public health, a school of nursing, and a school of medicine.
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REFERENCES ABMS (American Board of Medical Specialities)
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