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Academic Innovation Models

Interprofessional Prevention Education

To promote innovative change in health professions education through the acquisition of knowledge, resources, and strategies to introduce or expand interprofessional prevention initiatives and service-learning on campuses.

Each AIM Model has a partnership between academia and practice, and between clinical care and public health (or population health), as well as:
  • A demonstrated commitment to interprofessional learning through a partnership between at least one health professions school and a program or school of public health, or among multiple health professions schools and departments.
  • A demonstrated affiliation with a practice or community-based partner that engages students in community-based experiential learning.
  • A population-driven model of service delivery. 

Models provide insights and lessons learned to aid faculty in the development and expansion of meaningful interprofessional public health practice community-based learning opportunities focused on improved health outcomes.  Models contain:
  • Curricula
  • Experiential learning methods and outcomes
  • Leadership and administrative support recommendations
  • Evaluation instruments and outcomes
  • Model partnership agreements


Fourteen APTR member faculty were selected to:

  • Evaluate the progress, effectiveness, and impact of pioneering interprofessional prevention education programs in order to promote and replicate successful practices. Programs share teaching, administrative, and service-learning tools on the resource page.
  • Examine and assess institutions and related education innovations for current status and progress with their partnerships and community-based service-learning activities. 




Prevention Education Evaluation

To expand the evidence-base related to the impact of innovative teaching and academic-practice partnerships in prevention education

Two APTR member institutions were selected to:

  • Gather qualitative and quantitative data on translation of classroom instruction and the contribution of service-learning.  The evaluations included data on administrative structure, support, and student outcomes.


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