Is Project ECHO the transformational silver lining for interprofessional and interorganizational collaboration?

ABSTRACT

The globally disruptive impact of the COVID-19 pandemic on both healthcare systems and health profession education has created an opportunity for a reassessment of methods for delivering interprofessional practice education (IPE). A good candidate for consideration is Project ECHO (Extension for Community Healthcare Outcomes). Its unique combination of structural design in connecting specialist and community-based clinical sites, foundational education theories, and didactic and case-based learning methods present an innovative and promising new method of promoting both interprofessional and interorganizational collaboration. This paper first provides a description of Project ECHO, its major features, recent expansion during the pandemic, and IPE-related research history. Second, the educational concepts and theories underlying its use and their implications for interprofessional and interorganizational collaboration are reviewed. These include community of practice and single and double-loop learning. Third, the expression of these concepts in how key elements of ECHO are utilized – including the didactic presentation; the case study presentation, discussion, and tele-mentoring; and the power of community and tele-networking – will be explored. Finally, implications and applications for the expansion of ECHO into promoting competency-based education and innovative interprofessional and interorganizational collaboration will be presented.

KEYWORDS:

• Community of practice
• double-loop learning
• interorganizational collaboration
• interprofessional practice education
• Project ECHO

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This project was supported by grant number U1QHP28737 from the Health Resources and Services Administration (HRSA) of the US Department of Health and Human Services (HHS). The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement by, HRSA, HHS, or the US Government.

Notes on contributors

Phillip G. Clark

Phillip G. Clark, ScD is Professor of Gerontology and Director of both the Program in Gerontology and the Rhode Island Geriatric Education Center at the University of Rhode Island, Kingston, RI.