Regardless of practice setting, the demands on new
practitioners include not only clinical competence in evidence-based methods of
prevention, assessment, and treatment but additional skill sets. Clinical
education, whether in graduate preparation programs or as a component of
continuing education, must develop and implement new methodologies for
effective clinical training to provide adequate opportunities for acquisition
of new skill sets.
Among the skills that have received increased attention in
graduate preparation programs are competencies in interprofessional practice.
The Core Competencies for Interprofessional Practice were established by
Interprofessional Education Collaborative in 2011. The core competencies
include: values/ethics for interprofessional practice, roles/responsibilities,
interprofessional communication, and teams/teamwork. According to the American
Speech-Language Hearing Association research has indicated “the
benefits of interprofessional collaborations in health care that require
continuous interaction, coordinated efforts, and knowledge sharing among health
care professionals”. The accreditation standards for master’s degree programs
in occupational therapy include IPE language and now require that students be
able to “effectively communicate and work interprofessionally with those who
provide services to individuals, organizations, and/or populations in order to
clarify each member’s responsibility in executing an intervention plan”.
In 2013, as ASHA President, Dr. Patricia Prelock summarized
that graduate programs in communication disorders varied in the incorporation
of IPE into the curriculum. While some programs were beginning to assess how to
best address the IPE skill set, others were successfully implementing new
models of preparation. While there is emerging evidence on successful methods
of incorporating IPE into clinical training in communication disorders, more
evidence is needed.
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