In “Who Will Keep the Public Healthy? Educating Public Health Professionals in the 21st Century,” the Institute of Medicine (IOM) recommended “a significant expansion of supervised practice opportunities and sites.” The IOM committee also recognized the difficulty for people in public health to obtain “additional training that would make them even more effective and that would encourage them to continue in public health practice” (IOM, 2003).

​AIM Models

Each AIM Model has a partnership between academia and practice, and between clinical care and public health (or population health), as well as:

• A demonstrated commitment to interprofessional learning through a partnership between at least one health professions school and a program or school of public health, or among multiple health professions schools and departments.
• A demonstrated affiliation with a practice or community-based partner that engages students in community-based experiential learning.
• A population-driven model of service delivery. 

​Models provide insights and lessons learned to aid faculty in the development and expansion of meaningful interprofessional public health practice community-based learning opportunities focused on improved health outcomes.  Models contain:

• Curricula
• Experiential learning methods and outcomes
• Leadership and administrative support recommendations
• Evaluation instruments and outcomes
• Model partnership agreements

About

Since 1985, APTR has partnered with CDC to enhance educational and experiential learning opportunities for clinicians and the emerging public health workforce.  AIM addresses the need for the following:

• Team-based training and practice.
• Enhanced preparation of students for practicum learning experiences.
• Better opportunities for students and health professionals to work in their communities.
• Increased integration of public health into clinical practice in pursuit of population health.  

This resource describes innovative academic initiatives at graduate public health programs, medical school departments, and health professions schools with a population health focus, which serve as models to aid the development and expansion of meaningful public health practice community-based learning opportunities focused on improved health outcomes.  

Interprofessional Prevention Education Grantees

Grantees

1. Albert Einstein College of Medicine of Yeshiva University 
2. Creighton University, Department of Pharmacy Practice
3. Duke University School of Medicine
4. East Carolina University, Brody School of Medicine 
5. ​Massachusetts College of Pharmacy and Health Sciences (MCPHS) University 
6. Medical University of South Carolina 
7. Nazareth College 
8. ​Rosalind Franklin University of Medicine and Science​
9. University of Connecticut School of Pharmacy
10. University of Illinois at Chicago
11. University of Massachusetts Medical School
12. University of Oklahoma Health Sciences Center – Oklahoma City
13. University of Oklahoma Health Sciences Center – Tulsa
14. University of Texas Health Science Center – San Antonio

Fourteen APTR member faculty were selected to evaluate interprofessional prevention education programs and progress in order to promote best practices. Of the fourteen grantees from the original 2007-2008 APTR Institutes, all fourteen grantees successfully gathered impact data on translation of classroom instruction and the contribution of service-learning since 2008, and have shared teaching resources. 

Purpose

• To evaluate the progress, effectiveness, and impact of pioneering interprofessional prevention education programs in order to promote and replicate successful practices since 2008. Programs share teaching, administrative, and service-learning tools on the resource page.
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• Examine and assess institutions and related education innovations developed through the “Institute for Interprofessional Prevention Education (IPE) Project” for current status and progress with their partnerships and community-based service-learning activities.  These institutions were considered leaders in interprofessional prevention education at the time this project was implemented.  It will be informative to recognize the approaches that led to continued development and implementation of these innovative approaches as well as obstacles that impinged upon successful integration.  ​

Prevention Education Evaluation Grantees

Grantees

1. Temple University College of Public Health
2. University of Rochester Medical Center

​Qualitative and quantitative data on translation of classroom instruction and the contribution of service-learning. Evaluations include data on administrative structure and support, competencies, students and community members served, affiliations with community partners, student feedback, and lessons learned.

Vertical Divider

"The 2007 APTR Institute for Interprofessional Education sparked collaborative conversations and agreements between several programs at Creighton University that ultimately led to the creation of the Center for Health Promotion and Well-Being.  The interprofessional nature of the Center is key to its success and provides many opportunities to serve the community in a way that leads to greater overall health and well-being."

Thomas L. Lenz, PharmD
Professor & Director
Center for Health Promotion
and Well-Being
Creighton University

"Developing anything that is complex and multilayered can be both an exhilarating and exasperating experience. This is certainly true of curriculum development and charting into new territory, such as interprofessional education. Remembering what a great privilege it is to be a part of positively influencing the learning of our future health professionals is an ongoing extrinsic motivator for our team; when you do something with love, joy and gratitude it is so much better!" 

Memoona Hasnain, MD, MHPE, PhD
​​Assistant Vice President for Education
University of Illinois at Chicago (UIC)