IEP

interprofessional education and collaborative practice in philippine psychology

involve students and professionals from psychology, medicine, nursing, and allied health and other fields of learning

psychology role

integrating mental health practitioners into medical, school, and community based crisis teams alongside nurses and social workers

local landscape and challenges in the Philippines

fragmentex integration

regulatory gaps

system barriers

professionalization

students are engaged in a powerful developmental process of _____

role models

seeking out and emulating faculty ____ ____

defining

____ roles and practices

“belonging”

“______” to a group and establishing identity

identity information

younger students are still struggling with the developmental process of ____ ____

controlling

health profession students, especially medical students tend to be _____

perfectionist, with high standards, and limited tolerance

studebts are _____, with ____ _______ and _____ _____ for failure in themselves and others, leading to significant challenges when serving as members of teams

MDs

______ dont like to delegate

group dynamics

______ _____ of teams are challenging

working groups

______ _____ are fragile

dysfunctional

one _____ member can destroy a team

communication and role definition

______ and ____ _____ require continuous maintenance

pairing, splitting, externalizing, and over processing

teams cen regress and move to dysfunction with ____, _____, ______, and ____ _____

accomplishment vs. teamwork

a curriculum that promotes individual _____ vs. _____

peer evaluation

____ ____ remains a challenge

hierarchy and authority/social dominance

______ and ______/_____ ____ in the clinical arena

self sufficiency

an american value

professional values

_____ ______ that assign responsibility to the individual

media perpetuates

the ____ _____ heroic solo efforts and non team players - “House” and “Grey’s Anatomy”

white coat

“____ ____” ceremony sets medical and students as “special”

gender

culture and ____

poorly trained

faculty are ___ ____ in IPE — role models are rare

lone doctor model is deeply ingrained

• part of the hidden curriculum

calendar complexity

different academic schedules and calendars

neither faculty nor students

not always co-located

rarely integrated

school information systems and technology _____ ______

on line curriculum

harder to adapt to IPE and teamwork oriented teaching

crowded curriculum

available time in a crowded curriculum

stretching teaching resources

a precious commodity

financing

health care _____

backgrounds and levels of experience

students of widely varying ____ and ____ of experiences

promotion process

____ ____ for faculty is department and school based