How will CAA use the Guidance on Developing Quality Interprofessional Education for the Health Professions related to programs’ activities for IPE?
The Health Professions Accreditors Collaborative (HPAC) and the National Center for Interprofessional Practice and Education released Guidance on Developing Quality Interprofessional Education for the Health Professions [PDF] in February 2019. The guidance was developed through a multiyear, multiphase consensus process aimed at supporting the development and implementation of quality interprofessional education (IPE). The CAA is pleased to have been a part of the development of this resource for institutional leaders, programs and faculty, and accreditation agencies and volunteers.
The guidance document is intended to foster increased communication and collaboration between educators in various professions and to provide guidance on achieving quality IPE. The document
- offers consensus terminology and definitions for IPE and related concepts;
- encourages institutional leaders to develop a systematic approach to foster IPE in their own institutions and, where appropriate, collaborate with academic institutions, health systems, and community partners;
- suggests a framework for leaders and faculty to develop a plan for quality IPE; and
- provides opportunities for HPAC member accreditation boards/commissions to use the guidance to assess their IPE standards and to train site teams regarding the essential elements of high-quality IPE. 
The CAA views this document as a resource to support programs in their preparation of graduate students in audiology and in speech-language pathology as professionals, regardless of clinical externship or practice settings. It is not intended to replace or subsume CAA’s accreditation standards related to IPE, nor will site visitors be directed to consider programs’ IPE plans solely on the basis of recommendations from this document.
The CAA expects programs to be engaged in IPE ultimately to realize the success of their graduates in interprofessional collaborative practice (IPP). For a program, the advantage of using a multidisciplinary, collaborative guidance document as a basis for its own implementation and practice of IPE is that it can facilitate an organized and systematic approach that is consistent with the goals, objectives, and procedures used by other health professions in the training of their students. Such consistency of terminology, focus, process, and assessment across the health professions will help facilitate students’ use of IPP beyond their training and is, itself, a working example of IPP.
- Ask the CAA: Should our program include IPE/IPP in our academic and clinical curriculum?
- CAA Standards for Accreditation [PDF]—Standards 3.1 A, 3.4A, 3.1B