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Interprofessional Education and the Profession of Medicine

Interprofessional Education and the Profession of Medicine. Mark Earnest MD, PhD Professor of Medicine Director of Interprofessional Education University of Colorado Anschutz Medical Campus. Lindbergh vs Sullenberger. “The Lone Eagle” Hypercompetent Compulsive micromanager

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Interprofessional Education and the Profession of Medicine

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  1. Interprofessional Education and the Profession of Medicine Mark Earnest MD, PhD Professor of Medicine Director of Interprofessional Education University of Colorado Anschutz Medical Campus

  2. Lindbergh vs Sullenberger • “The Lone Eagle” • Hypercompetent • Compulsive micromanager • Routinely Heroic • “Captain Cool” • Competent always • Focus on Systems and Safety • Heroism necessary once

  3. "One way of looking at this might be that for 42 years, I've been making small, regular deposits in this bank of experience, education and training. And on January 15 the balance was sufficient so that I could make a very large withdrawal.“ • Chesley Sullenberger

  4. How did aviation succeed? A change in culture... …not people Natural Selection?

  5. What’s our problem? Our own mythology and archetypes

  6. What’s our problem? A stunted and flawed notion of leadership • “Give orders” • “Facilitate, create, gather, negotiate…”

  7. The Elephant in every room… Power

  8. Power and performance • Those at the top are poor judges of team function • Power = Knowledge • Collective intelligence > Individual intelligence • Insecurities and power relationships

  9. What’s our task? • Recognize our critical role in collaborative practice and IPE • Suit up • Be champions

  10. What’s our task? Professional identity development • “Not what do I do, but what am I a part of?” • Professionalize students in context • Learning in a team context

  11. How do we foster this? • Shared curricula • Communication, ethics, team function, leadership… • Other core offerings? • Team-based pedagogies • Co-curricular offerings • Safe opportunities for practice (simulations)

  12. Challenges • Culture of education • Persistent passive pedagogies • Stubborn content • Assessment • Information management > mastery • Institutionalized priorities • NBME • Faculty roles and rewards • Legacy expectations

  13. Challenges • Culture of practice … can we wag the dog? • Lack of leaders for leadership Clinical competence = Organizational competence Expanded definition of clinical competence • Misalignment of clinical and educational missions

  14. IPE = Frequent deposits of experience… So that they need only very rare withdrawals

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