Engage in productive writing for the dissemination of interprofessional scholarship and products across professions, disciplines, and institutions.
Audience
This Toolkit is designed for IPE researchers of all levels interested in improving how they collaborate in interprofessional teams to conduct scholarly writing. No prerequisites are necessary, however, familiarity with the research process, scholarly writing, working in teams, and IPE competencies is advised.
Purpose
The purpose of the Interprofessional Team Writing Toolkit is to educate IPE researchers of all levels on how to more successfully and efficiently collaborate across professional, disciplinary, and institutional boundaries in the creation and dissemination of IPE scholarship and products by providing written instruction with rationale and shareable resources for use throughout the interprofessional team writing process.
Contents
Interprofessional writing for scholarly publication is inherently complex. Our team has been successful in writing across professions, disciplines, and institutions by adhering to the strategies and principles outlined in our Interprofessional Education and Practice Guide published in Journal of Interprofessional Care entitled, “Interprofessional Team Writing to Promote Dissemination of Interprofessional Education Scholarship and Products” (Vogel et al., 2018). This article is available from Taylor & Francis Online at https://www.tandfonline.com/eprint/hWq8R2iNB9V9gBfjFssd/full.
The lessons learned from our team’s experience with interprofessional team writing has led to the development of the team writing primer and this accompanying online “Interprofessional Team Writing Toolkit” Copyright © 2018 University of Washington Center for Health Sciences Interprofessional Education, Research & Practice.
In this toolkit, we provide resources we have developed for use in our own interprofessional writing teams to help establish common ground rules, set expectations, and prevent misunderstandings. We have found that providing team members with these resources at the onset of each project helps them begin with a mutual understanding for effectively engaging in the collaborative writing process.
Acknowledgements
The authors gratefully acknowledge the patients, families, students, staff, and faculty with whom we have had the honor to work and collaborate on IPE over the years including Dr. Brian Ross for his work on IPE.
This project was supported in part by a generous grant from the Josiah Macy Jr. Foundation under Award Number B15-02. This project was also supported in part by the National Center For Advancing Translational Sciences of the National Institutes of Health under Award Number TL1 TR002318. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.
Content Authors Include:
Mia T. Vogel, MPH, MSW (University of Washington School of Nursing)
Erin Abu-Rish Blakeney, PhD, RN (University of Washington School of Nursing)
Mayumi A Willgerodt, PhD, MPH, RN (University of Washington School of Nursing)
Peggy Soule Odegard, BS Pharm, PharmD, CDE (University of Washington School of Pharmacy)
Eric L. Johnson, MD (University of North Dakota School of Medicine & Health Sciences)
Sarah Shrader, PharmD (University of Kansas School of Pharmacy)
Debra Liner, BA (University of Washington School of Nursing)
Carla A. Dyer, MD (University of Missouri School of Medicine)
Leslie W. Hall, MD (University of South Carolina School of Medicine)
Brenda Zierler, PhD, RN, FAAN, (University of Washington School of Nursing)