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“We don’t see a major shift in the course-taking patterns for most premed students as a result of these changes.”


The report proposes four domains of


core competencies needed to provide integrated, high-quality care to patients within the nation’s current, evolving health care system. It also identified 38 specific subcompetencies that describe the essential behaviors across the four domains. Overall,


mends that future health professionals be able to:


• Assert values and ethics of interpro- fessional practice by placing the inter- ests, dignity, and respect of patients at the center of health care delivery, and embracing the cultural diversity and differences of health care teams.


about two-thirds of premedical students already are taking biochemistry courses and a smaller number are taking cellular and molecular biology. Also, about two- thirds already take introductory psychol- ogy and sociology, she says. Dr. Hilborn says the challenge for un-


dergraduate faculty and advisors is to make sure their institutions are offering the course content that future physicians will need to prepare for medical school. “What we’re trying to do also is look at where the practice of medicine is go- ing over the next couple of decades and from that try to give good advice to pre- medical students about what they need to get started on in order to be prepared to learn about the practice of medicine over those next couple of decades.” He says he already is working with UT Dallas premedical advisors to evalu- ate how well their current course offer- ings cover the skills, capabilities, and competencies premedical students will need to succeed on the proposed MCAT exam. “We found that at the 90-percent to 95-percent level, our current courses were already covering those skills and capabilities,” he said. “So it will be easy for the prehealth advisors to have a list of these skills and capabilities and say here’s what you have to do.”


• Leverage the unique roles and respon- sibilities of interprofessional partners to appropriately assess and address the health care needs of patients and populations served.


Reports call for more interprofessional collaboration in health care


Two new reports released in May recom- mend new competencies for interpro- fessional education in the health pro- fessions, as well as action strategies to implement them in institutions across the country. Proponents of these new competen- cies say they believe the nation’s health care system can be transformed to pro- vide collaborative, high-quality, and cost-effective care to better serve every patient.


The first report, Core Competencies for


Interprofessional Collaborative Practice, was produced by an expert panel con- vened in 2009 by the Interprofessional Education Collaborative (IPEC). It is a partnership of the American Association of Colleges of Nursing, the American Association of Colleges of Osteopathic Medicine, the American Association of Colleges of Pharmacy, the American Dental Education Association, the As- sociation of American Medical Colleges, and the Association of Schools of Public Health.


50 TEXAS MEDICINE July 2011


• Communicate with patients, fami- lies, communities, and other health professionals in support of a team approach to preventing disease and disability, maintaining health, and treating disease.


• Perform effectively in various team roles to deliver patient/population- centered care that is safe, timely, ef- ficient, effective, and equitable.


The second report, Team-Based Com-


petencies, Building a Shared Foundation for Education and Clinical Practice, was the result of a conference sponsored by the Health Resources and Services Administration, the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, and the ABIM Foundation in partnership with IPEC. The meeting, held in February 2011, brought togeth- er more than 80 leaders from various health professions to preview the core competencies presented by IPEC and to create action strategies that would use them to “transform health professional education and health care delivery in the United States.” Action strategies developed by con-


ference participants to implement the IPEC core competencies and move to a system of educating health professionals to work collaboratively include:


the panel recom-


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