Chairs: Anthony Breitbach, PhD, FASAHP
Saint Louis University
Board Champion: Brian Shulman, PhD, FASAHP
-
Meredith Baker-Rush, PhD MS CCC-SLP/L, CHSE, FNAP
Rosalind Franklin University of Medicine and Science
Katie Bell, EdD
Pacific University
Renee Bogschutz, PhD
Texas Tech University Health Sciences Center
Amber Boyd, DPT
University of Cincinnati
Michelle Brown, PhD
University of Alabama at Birmingham
Saje Davis-Risen, MS, PA-C
Pacific University
Lisa Dutton, PhD, FASAHP
Rosalind Franklin University of Medicine & Science
Susan Gordon-Hickey, AuD, PhD, FASAHP
University of South Alabama
Kim Hoggatt Krumwiede, PhD, FASAHP
UT MD Anderson
Stacy Jaffee Gropack, PhD
Stony Brook University
Sabina Kupershmidt
University of South Dakota
John McCarthy, PhD
Ohio University
Voncella McCleary-Jones, PhD
Wichita State University
Justin Rigby, PhD
University of Utah
Vasiliki (Betty) Sgouras, MD
Seton Hall University
Karen Shapiro, MBA, MPH, DrPH (c)
Rutgers School of Health Professions
Jeff Snodgrass, PhD, MPH, OTR
East Tennessee State University
Halcyon St. Hill, EdD, FASAHP
Florida Gulf Coast University
Elizabeth Swann, PhD
Nova Southeastern University
Genevieve Zipp, EdD
Seton Hall University -
Learn More about ASAHP Regional Summits
The Association of Schools Advancing Health Professions through the leadership of the Interprofessional Committee brings together health industry and academic partners to discuss translational skills and any corresponding gaps between Interprofessional Education (IPE) and Interprofessional Collaborative Practice (IPCP).
-
The Association of Schools Advancing Health Professions (ASAHP) strongly endorses interprofessional education (IPE) and interprofessional collaborative practice (IPCP). Support for IPE and IPCP is based on the idea that collaboration will increase the efficiency and effectiveness of delivery systems to promote team-based, patient/family centered health care. As the leading organization representing health professions schools, ASAHP serves as a collaborative resource and advocate for interprofessional education to students, faculty, professional accrediting bodies, and practitioners through instruction, research and service.
Through the Award for Institutional Excellence and Innovation in Interprofessional Education and Collaborative Health Care, ASAHP looks to recognize a member institution and/or industry member for outstanding achievement in IPE and IPCP. In addition to the award, several institutions will also be recognized as “Programs of Merit” by ASAHP.
-
The Interprofessional Committee of the Association of Schools Advancing Health Professions (ASAHP) developed the Interprofessional Innovation Grant (IIG) Program to provide support for interprofessional collaboration research among the ASAHP membership. The intent is to provide recipients a competitive edge in securing additional funding by supporting pilot projects and further developing grantsmanship skill sets. The intent of the IIG Program is that proposals submitted can be used to develop larger, more extensive interprofessional research projects that further engage faculty and ASAHP members in research endeavors.
Projects with a focus on health professions represented at ASAHP member institutions are highly encouraged. Strong applications may include collaboration across ASAHP member institutions/programs.
AWARD AMOUNT: We expect to fund 3 awards up to $2,000 per award -
The Association of Schools Advancing Health Professions (ASAHP) strongly endorses the practice of interprofessional education (IPE). Support for IPE is based on the idea that informed and collaborative practices across disciplines will increase the efficiency and effectiveness of delivery systems to promote team-based, patient/family centered health care.
ASAHP was chartered in Washington, D.C. in September 1967 as a not-for-profit national professional association for administrators, educators, and others who were concerned with critical issues affecting allied health education. ASAHP’s current mission is to improve health through excellence in education.
ASAHP represents schools and programs that provide education to a variety of health professionals involved in the delivery of health or related services pertaining to the identification, evaluation and prevention of diseases and disorders; dietary, food and nutrition services; rehabilitation and health systems management, among others.
The World Health Organization (WHO) defines interprofessional education as occurring when two or more professions learn with, from and about each other to improve collaboration and the quality of care and recognizes IPE as a necessary step in preparing a “collaborative practice-ready” health workforce that is better prepared to respond to local health needs. The Institute of Medicine (IOM) and the Interprofessional Education Collaborative (IPEC) have published reports that examine IPE and common competencies that identify the overlapping practices of health professionals and that distinguish individual professional and interprofessional competencies. In addition, federal regulations support the use of health teams that not only respond to acute care but also prevent disability and disease from happening in the first place.
The development of interprofessional competencies requires that students begin to understand their roles in teams as part of their professional education, so that they can contribute to team-based care. As the leading organization representing health professions schools, ASAHP should serve as a collaborative resource and advocate for interprofessional education to students, faculty, professional accrediting bodies, and practitioners through instruction, research and service.
ASAHP AFFIRMS:
-It is essential for all health professions programs and schools to provide interprofessional learning opportunities for students from a variety of health disciplines.
-IPE must include a variety of disciplines that are important and necessary to provide comprehensive care, including health disciplines as well as other supportive disciplines such as informatics and management, engineering, philosophy and ethics.
-IPE should foster competencies beyond clinical care, including leadership, advocacy, and evidence-based practice.
-Students from all programs should participate in interprofessional placements that provide interaction and collaboration with at least one other health discipline in the care of actual patients/clients and families.
-Support should be provided for broad-based partnerships that may involve multiple practice sites, as well as multiple schools and programs, to build opportunities that are meaningful through collaborative use of resources.
-Accreditation and practice standards should allow for interprofessional experiences as part of the required hours for students, including times when clinical faculty from other disciplines will be supervising students.
ASAHP strongly endorses and supports interprofessional initiatives. ASAHP’s core objectives firmly place IPE and its multidisciplinary collaboration, education, development, and healthcare outcomes at the forefront of its mission. -