When we think about the issues of health and healthcare, we traditionally think about biological factors and the role of professions such as medicine and nursing. However, research now indicates the importance of non-biological factors affecting health. The World Health Organization (WHO), in its constitution, defines health as: “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity." Yet, until recently, the “social” components were often overlooked. These “social determinants of health” as defined by the WHO are the circumstances in…

The purpose of this presentation is to discuss the current interprofessional curriculum model at a comprehensive academic health center. This curriculum proposes a structured academic and clinical progression of mandatory and elective didactic and experiential learning related to IPEC competencies required to prepare students for interprofessional practice and to meet departmental accreditation standards. This presentation will discuss the methodology used lessons learned during this work-in-progress. Using the Kern six-step model for developing health professional education curriculum, the…

The University of Oklahoma Health Sciences Center combines interprofessional education (IPE) with comprehensive care to patients with complex medical and dental needs at a non-profit community clinic for the underserved or uninsured population of central Oklahoma. Team-based care is delivered to both medical and dental patients. Our previous models have not allowed collaboration among students of different disciplines. In one model, dental/dental hygiene students were siloed within clinics, treating dental patients exclusively, and interacted infrequently with students of other professions.…

To combat medical error and improve communication, training programs have begun to implement curricula that encompass all members of the care team. Communication failures are a major factor in medical errors. Structured communication tools such as the situational briefing tool, “Situation, Background, Assessment, Recommendation” (SBAR) has been suggested as a model to structure clinical communication. Effective training of health professions students is important as these students transition into clinical practice. We plan on describing a SBAR training program and assessment of this program…

The quantitative and qualitative evaluation data from an interprofessional pediatric simulation focused on the delivery of bad news at or near the end-of-life (EOL) will be presented. This presentation addresses the theme of quality interprofessional education (IPE) and accreditation by mapping a curricular innovation to program and university competencies and further mapping outcomes to address interprofessional and professional competencies. IPE initiatives have been difficult to sustain, regardless of context. The lack of evidence that IPE generates revenue is a primary reason sustainable…

An interprofessional curriculum built on a framework of microcredentials reflects the four characteristics that define quality interprofessional education: rationale, outcome-based goals, deliberate design, and assessment and evaluation. Its structure reflects the four IPEC core competencies that will be achieved at its completion. The goals within each competency are clearly defined, attainable, and measurable. This microcredential system is designed to extend over the entirety of a student’s program and to integrate expected outcomes into existing curricula and co-curricular activities. It…

The Putting Families First (PFF) program is a unique approach to providing pre-clinical health professions students a patient-centered community-based interprofessional collaborative learning experience. PFF has existed for more than twenty years; over 1000 students across 11 academic programs and more than 200 families are involved in this required educational program each year. Students are placed in interprofessional teams of four and assigned a local volunteer family or individual; their first “patient.” The students make four home visits to learn about the family’s health and in…

Our current healthcare system fails complex patients. Healthcare Hotspotting is the identification and engagement of the highest utilizing, most expensive patients, whose unmet complex health and social needs land them repeatedly in emergency rooms and hospitals. Coined ‘Super-utilizers’, these individuals receive services that are often ineffective. Student Hotspotting, pioneered by the Camden Coalition of Healthcare Providers in 2014, trains the next generation of health professionals to work in interprofessional teams to connect the most complex patients to patient-centered care…

Background: Interprofessional student-run clinics (SRCs) serve as valuable settings for interprofessional education but there is a lack of understanding of how these clinics work or the processes and outcomes of interprofessional education within them. Addressing this knowledge gap, this presentation presents the findings of a realist evaluation that developed program theories identifying and explaining participant outcomes within a SRC.Method: Using a qualitative approach and a single-case study design, clinic documentation were analyzed and realist semi-structured interviews conducted with…

Study Purpose: The purpose of this study is to discover a theory to conceptualize the basic social processes of nurse and physician practice development in those that have experienced formal interprofessional education. This study will not only add to the body of nursing and physician knowledge about nurse-physician practice development, but also inform national leaders and agencies, give guidance to educators, and provide a framework for future research. Research question: What is the practice development process of physicians and nurses who have experienced formal interprofessional…

Evidence shows that one in two healthcare professionals burnout during their career. Mindfulness in clinical care is promising as a skillset for self-care and improved wellness amongst healthcare professionals. A mindfulness practice may mitigate burnout, and could possibly improve patient care, by enabling healthcare professionals to reduce stress and find more joy in work. As burnout affects all healthcare professionals, the University of Colorado Center for Interprofessional Practice & Education (CIPE) is determined to support wellness for all students on the Anschutz Medical Campus…

Aligning education and practice for workforce transformation and health system change requires training future health professionals to work effectively in teams in workplace settings. Demonstrating that pre-licensure interprofessional education (IPE) influences collaboration is critical for educators. Measuring team development over time can help evaluate whether IPE increases collaboration, but there is not an effective tool to assess this construct in teams of learners. The Team Development Measure (TDM), a 31-item tool indicating the degree to which a team possesses and uses four…

Addressing selected theme: Organizational leaders who optimize the Interprofessional Clinical Learning Environment (IP-CLE) for all learners are committed to lifelong interprofessional learning. They also advocate and allocate resources for interprofessional learning and collaborative practice. The North Carolina Area Health Education Center (NC AHEC) is part of a national organization responsible for placing health professions students in a variety of real-world settings and providing accredited continued education (CE) programs to healthcare professionals. The NC AHEC leadership recognized…

Teaching collaborative care team skills to students is an on-going challenge. At Case Western Reserve University (CWRU) a program has been developed which places early learner student teams in clinical and community settings, known as Interprofessional Learning Experience and Practice (ILEAP). The student teams, like professional health care teams, do not remember to stop to huddle or regularly give each other feedback. Although student teams are required to reflect upon their team skills at the end of each session, they originally did not seem to understand how to remain aware of, and…

Optimization of the interprofessional clinical learning environment and alignment of education and practice for workforce transformation and health system change requires intentional preparation of health professions students for future interprofessional practice. Advanced practice registered nurses (APRN) and masters-level social workers (MSW) often practice with underserved populations in community health centers where integrated care is the standard. Finding opportunities for this type of interprofessional education can be challenging due to scheduling and limited interprofessional…

The impact of the hidden curriculum within healthcare education is well documented. International service learning has been used to develop students’ global awareness, cultural competence, and progression toward the IPEC core competencies. However, the impact of international interprofessional collaborative service experiences on behaviors of experienced health care professionals (HCPs) has not been studied. Since these HCPs provide the hidden curriculum, more information is needed to assess the potential of interprofessional collaborative service experiences in redirecting HCPs toward…

2:00 pm, September 4, 2013. A conversation with an interprofessional (IP) health care team provided a wake-up call to the Office of Interprofessional Initiatives at the Medical University of South Carolina. While our students entered practice settings well-prepared in their content knowledge and skills, they lacked skills in working in an IP team, reflecting the fact that there was no continuum of learning shared between the hospital and the university. Plans were immediately put in motion to give students opportunity to become strong IP team players. TeamSTEPPS�(R) was selected as the…

At the University of Colorado Anschutz Medical Campus, Patients/Family Advocates helped develop four Patient Safety/Quality Improvement sessions within a required interprofessional education team-based learning course for all dental, medical, nursing, pharmacy, physical therapy, physician assistant and anesthesiologist assistant pre-licensure students in 2012. Since then, Patients/Family Advocates also help teach the ‘Patient Engagement’ session that introduces how patients/family members can be health care partners at the individual, system and societal level. Advocates have three roles…

The Rural Interprofessional Health Initiative (RIPHI) takes a multifaceted approach to maximize the Quadruple Aim through interprofessional quality improvement work, responding to the increasing rural workforce needs in North Carolina, and developing interprofessional collaboration opportunities by creating a unique experience where healthcare professionals and students work as a team to implement population health interventions to improve care, and expose students to the unique needs of rural North Carolina. The RIPHI is comprised of three components: 1) training modules focused on…

Campbell University has prioritized IPE by creating a dedicated IPE office with its own resources, staff, and budget. The eight colleges of Campbell University include The College of Pharmacy & Health Sciences and the Jerry M. Wallace School of Osteopathic Medicine. The College of Pharmacy & Health Sciences consists of eight health sciences programs: Athletic Training, Clinical Research, Nursing, Pharmacy Practice, Pharmaceutical Sciences, Physical Therapy, Physician Assistant, and Public Health. All of the Health Science programs listed above are located on the Campbell Health…

The American Medical Association Accelerating Change in Medical Education initiative aims to transform medical education through a community of innovation focused on shared themes: 1. Developing new methods for teaching and/or assessing key competencies for medical students and to foster methods to create more flexible, individualized learning plans. 2. Promoting exemplary methods to achieve patient safety, performance improvement and patient-centered, team-based care. 3. Improving medical students’ understanding of the health care system and health care financing. 4. Optimizing the learning…

The environments in which we work influence our experience and professional satisfaction. In the Josiah Macy Foundation’s recent report on improving clinical learning environments for students in healthcare professions (Irby, 2018), the authors concluded that the learning environment is influenced not only by the physical space but also by personal, social, and organizational components. In addition to the faculty-student interaction, the social component includes peer-to-peer relationships and the formation of a community of caregivers. The daily interactions between clinical instructors…

The SPLICE initiative developed a collaborative practice curriculum for a wide range of types of students, residents, and clinical staff in ambulatory care settings. In addition to providing educational curricula, we have facilitated interprofessional clinical rotations at a local FQHC with a focus on optimizing the interprofessional experience in the clinic setting for both clinic staff, medical and pharmacy residents, and advanced practice and medical students. We worked collaboratively with the clinic leaders and faculty to ensure that learners’ experiences were appropriate for their…

The potential for interprofessional practice to improve patient’s lives rests not only on improved interprofessional education and interprofessional teamwork, but also on interprofessional leadership at all levels of health care. While there are increasing opportunities for interprofessional practice to occur in clinical settings, opportunities for execution of leadership skills within an interprofessional context are few. This presentation will explore how the partnership between the University of Michigan School of Nursing and the University of Michigan Student Run Free Clinic (UMSRFC) led…

Quality IPE starts with a clear plan for development and implementation across multiple professions. Each profession must consider context, teaching strategies, reasoning for the approach, competencies and learning outcomes that are salient for their own profession but also for the professions with whom they are collaborating. Additionally, there is a need to establish ‘social IPE’ where students have opportunities to get to know each other outside of formal, intentional IPE activities. Both of these strategies to advance IPEP take time, and if not carefully planned can overwhelm systems and…

The Core Competencies for Interprofessional Collaborative Practice (IPEC) identify the need for students in the health professions to prepare for interprofessional practice in order to provide excellence in patient care. Although the need for collaboration in the clinic has always existed, the impacts of technology, specialization, access to health information, and new delivery structures require the various health professions to think differently and purposefully about how to simultaneously optimize learning and patient care. Implementing interprofessional education (IPE) within the…

As the athletic training profession advances, master’s degree accreditation standards aim to position athletic trainers as key players on interprofessional healthcare teams. Interprofessional education standards were recently introduced to academic leaders as key elements in the professional healthcare education of athletic trainers. While the current standards reflect essential skills for entry-level clinicians, faculty instructing these elements may require additional training. The objective of this study was to explore athletic training educators’ perceptions of interprofessional…

To optimize the interprofessional clinical learning environment (IP-CLE) in ambulatory care and provide quality interprofessional education based on the Interprofessional Education Collaborative (IPEC) competencies, effective systems and processes should ideally include: 1) an intentional working agreement established by the learners before delivery of care in the IP-CLE, 2) a patient-centered approach to establish and prioritize mutual goals during interprofessional practice (IPP), 3) deliberate reflection on the working agreement to promote constructive revisions between sessions of care…

This lightning talk will present a unique model of interprofessional education (IPE) which places learners in teams to evaluate and manage clients accessing care through the emergency department (ED). The Duke IPE Clinic provides learners with multi-faceted opportunities, which include collaborative learning using a team-based approach and faculty from doctor of medicine, advanced-practice nursing, ABSN nursing, doctor of physical therapy and the physician assistant program while providing direct patient care. The IPE clinic was successfully launched in 2015 as an evening extension of the…

This Lightning Talk will share our experience over the last two years working with UNT-Health Clinical Practice group to transform their practice to an interprofessional patient-centered care model. The goal is to create an optimal practice environment or provide superior patient care and be a learning lab for future health professionals. Our campus graduates physicians (DO & MD), physical therapists, physician assistants, pharmacists, public health professionals, and biomedical researchers. By using monthly online training modules to build a common language across the different health…

Researchers from six disciplines examined dialectical tensions among healthcare professionals in simulated medical error disclosure conversations. Using Relational Dialectics Theory (RDT), we examined how communication tensions manifested in one-on-one and interprofessional team disclosure. Tensions healthcare professionals experienced included transparency and protectionism, and leadership and support. Collaborative patient care requires shared leadership wherein power is shared as a function of appropriate knowledge and experience rather than isolated by role, and decisions are made…

Discharging a patient from the hospital can be a complex process that involves the careful coordination of several interprofessional teams to complete safely and effectively. However, education on the roles within this interprofessional team is often not formally taught and overall exposure to teams prior to residency is limited. According to some estimates, less than half of medical students are taught in clinical simulations that involve students from more than one profession. By creating a discharge OSCE (observed structure clinical examination) where students are asked to coordinate with…

We aimed to address the limited awareness and utilization of interprofessional education (IPE) tools and resources across five schools within the College of Medicine and Science at our institution. Multiple gap analyses have been performed showing a need for explicit IPE training and activities for learners and faculty at our institution. With 4000+ faculty teaching and assessing, and 3500+ learners from post-baccalaureate to post-doctoral programs, the diversity of learning environments, curriculum design, learner outcomes, and expectations is complex. This largesse poses immense challenges…

The Social Mission Metrics Self-Assessment is a national survey that allows dental, medical, and nursing school leaders to measure their school’s social mission. Social mission is the “contribution of a school in its mission, programs, and the performance of its graduates, faculty and leadership in advancing health equity and addressing the health disparities of the society in which it exists,” as defined by the Beyond Flexner Alliance. The George Washington University Health Workforce Institute (GWHWI) designed the set of measures to be used as a standardized approach to identify the level…

“Optimizing support to facilitate focused IPE experiences” addresses challenges and solutions with enhancing one department’s clinical training of multiple learner groups. The Department of Psychiatry and Behavioral Sciences at the University of Minnesota Medical School has traditionally trained physicians and psychologists. Under Chair Dr. Sophia Vinogradov, the department expanded its training programs" we now train students from the school of nursing, social work, and couples/family therapy. We have trained students from pharmacy but are enhancing this experience. We egaged in conversation…

Patients with mental health challenges, in the US and around the world, are facing a severe shortage of psychiatric providers. In the United States, over half of the psychiatry workforce is approaching retirement, which will further exacerbate the situation, and yet there are not enough psychiatrists being trained to replace them. New solutions are needed to ensure that patients can access care. We present a model for interprofessional training, currently being implemented at UCSF, which is designed to build professional relationships between psychiatric nurse practitioner and clinical…

Similar to clinical skills education, interprofessional education (IPE) should occur within classroom/laboratory and clinical settings, to allow students time to practice their collaborative skills in a real-world setting with supervision. The majority of IPE research has focused on measuring student perceptions, knowledge and skills within classroom, simulation, community or clinic settings. However, there remains a gap in client or patient perceptions of students’ abilities to demonstrate interprofessional collaborative practice skills (Umland, et al., 2016). Occupational and Physical…

The Wayne State University Interprofessional Team Visit (IPTV) is a program that introduces medical, nursing, occupational therapy, pharmacy, physical therapy, physician assistant, dental, and social work students to working in a collaborative team to perform an older adult home visit and assessment. During the visit, students ask questions about the older adult’s daily activities, nutrition, medications, family health, and social supports. There is a need to evaluate the engagement of students in teams to ensure proper health care delivery. The Interprofessional Socialization and Valuing…

The presentation will provide the findings of a faulty development program assessment that took place at the University of Michigan as part of providing effective and sustainable IPE implementation across health sciences disciplines. According to research, interprofessional education is the precursor that should prepare health sciences professional program graduates for collaborative practice. The first step that is needed to accomplish this goal is to properly prepare educators to "have the knowledge and skills required to train health professions students for Interprofessional collaborative…

Missing from our campus interprofessional education programming initiatives was a vital voice: the student. Quality interprofessional education, intended to meet accreditation standards, requires inclusion of the learner as team member. The purpose of this solution-orientated presentation is to describe a method of student engagement by which other institutions can provide better education in practice through organizing or augmenting their student-led initiatives. This model is of significance to the field of interprofessional education because it provides a framework for the development,…

As a comprehensive academic health center, our institution serves approximately 4,000 students in more than 70 undergraduate and graduate degrees. Consistent with other health professions programs, the majority of our professional programs and disciplines have accreditation requirements for interprofessional educational (IPE) opportunities. In support of IPE programming, the Office of Interdisciplinary Programs, overseen by the Chief Academic Officer for the Health Sciences Center, is engaged in curricular oversight and the development of additional interdisciplinary offerings for the…

The 2019 Health Professions Accreditors Collaborative (HPAC) and National Center for Interprofessional Practice and Education (NCIPE) best-practice guidelines recommend that institutions deliberately design the interprofessional education (IPE) curriculum to include intentionally created and sequenced longitudinal learning experiences that are integrated into existing professional program curricula. A challenge often faced by institutions striving for this goal is a lack of awareness of the many opportunities currently existing in curricula. Discovering, evaluating, and cataloging the full…

Shared understanding of interprofessional collaboration (IPC) skills can bridge education and practice and build collaborative workplace culture (Bainbridge and Regher, 2015). Unfortunately, IPC ‘is not a tradition for many disciplines and organizations in the health system.’ and ‘for many collaboration must be taught and rehearsed’ (Bainbridge and Regher, 2015, pg 52). Although interprofessional education (IPE) has been integrated into accreditation requirements for many health science programs (AIPHE, 2010), the intentional integration into contextually authentic settings is largely…

Finding Interprofessional practice (IPP) learning environments for healthcare students in community-based clinics can be challenging. One solution is to create the experiences through faculty and student innovative partnerships that can promote an interprofessional relationship alliance which benefits students, the development and evolvement of interprofessional curriculum, and educational institutions. In 2016, a Doctor of Nursing Practice (DNP) Quality Improvement (QI) project, completed at a university academic health center for women, resulted in an embedded IPP course curriculum, a…

Using the Kotter Model for Change as our framework, we will present our University of Kansas Medical Center case study. We implemented interprofessional learning in practice hot spots in 8 clinics/hospitals over three years by creating partnerships with a variety of local and state community-based practice partners. Through this process we have had varying successes and failures that will be highlighted as lessons learned. Pulling together interprofessional health professions learners in the same locale requires concerted effort amongst the academic institution and clinical partners.…

We are excited to share our ongoing pilot implementation of incorporating student pharmacists in a dental clinic. An unlikely interprofessional pairing has created a rich exposure to two health professions that would not likely pair up in real practice. The goal of this activity for the students was created to increase knowledge of medication history-taking skills and expand knowledge of the roles and responsibilities of each other's training and profession. The ultimate objective is to help both dental and pharmacy students realize the potential of how future collaboration could enhance…

In preparation for collaborative care practice, students require opportunities to practice and demonstrate their skills in authentic clinical settings or highly-simulated scenarios. At Case Western Reserve University, our Interprofessional Learning Experience and Practice (ILEAP) program places interprofessional student teams of early learners into health care settings for 5-8 weeks to practice team skills, experience team-based patient care and add value to the clinic site. At the conclusion of the ILEAP experience, teams participate in a multi-station Objective Structured Clinical…

There are multiple operational areas that develop and deploy education and training at Nebraska Medicine for the purposes of dissemination to multiple audiences. With the knowledge that “everyone in a clinical learning environment is a learner” and that “reliable communications are a hallmark of a high-functioning interprofessional clinical learning environment” (NCICLE 2017 Envisioning the Optimal Clinical Learning Environment), an Education Steering Committee (ESC) with Director-level organizational leaders from Nebraska Medicine and UNMC was established. ESC’s charge is to increase…

The 2019 Guidance on developing quality interprofessional education (IPE) for the health professions provides an exceptional blueprint for how to intentionally build interprofessional experiences. By bringing together leaders in IPE and accreditation, it suggests that intentional IPE should be built with outcomes based goals, deliberate design, and assessment throughout. At the University of North Carolina at Chapel Hill, we recognize the importance of initiating IPE as early as possible in the curriculum to set the stage for IPE and to raise awareness of how unintentional biases can be…

As accreditation standards have changed to require interprofessional experiences for health professions students in the classroom and in practice, faculty development and curriculum must evolve to embrace the newer standards. The purpose of this presentation is to disseminate a solutions-oriented, active process and to discuss progress in expanding IPE faculty development programming across a comprehensive academic health center. We will discuss the structure and mission of our campus-wide interprofessional organization and the related programming and purpose of our faculty development…

Per the recently released guidance on quality IPE, learners should be assessed “on their development and mastery of interprofessional collaborative practice [CP] competencies,” including demonstration of CP skills in training and practice as observed by instructors. The Jefferson Teamwork Observation Guide(R) (JTOG(R)) is a real-time, 360-degree competency-based assessment evaluating collaboration by teams and individuals in both educational and practice settings. Data are collected via four versions of the tool that correspond to the perspectives of patients, caregivers, team members and…

Addressing the selected theme: One approach to align education and practice is to promote a culture of collaboration and continuous quality improvement. Interprofessional education and collaborative practice (IPECP) advances the concepts of collaboration, patient safety, and quality improvement, leading to improved health outcomes. These concepts support the Lean goals of eliminating defects and waste (patient safety issues and workforce inefficiencies) through interprofessional team training within the health system. Using IPECP and Lean methodology synergistically, a project was initiated…

As healthcare moves towards team-based care, accrediting bodies of health professional schools have facilitated interprofessional education and collaboration. Although there has been progress in curricular development, schools still face challenges, especially those without academic health centers. In this program, we explore how schools from different universities can build strategic partnerships for interprofessional education and practice. This involves creative ways to bring together students of various professions for an enriched team-based learning environment and community engagement.…

Healthcare is a complex and dynamic industry. It is often disjointed and fragmented as care is provided in a siloed manner. At the center of the healthcare industry, patients and their families often find the healthcare system difficult to navigate in order to effectively manage their own care. Healthcare providers can partner with patients and their families to coordinate care, collaborate on treatment plans and ultimately improve the outcomes for patients and their families. This phenomenon, known as team-based care, enables healthcare providers to come together and partner with patients to…

Medical schools are beginning to implement courses in Inter-Professional Education (IPE) to better prepare students for the inter-professional team-based patient care model which is becoming the standard of practice in many healthcare facilities. Traditionally, course design processes include a needs assessment, identifying pre-requisites, developing content, teaching method, sequence of educational events, creating an assessment instrument, measuring outcomes, and transfer of knowledge and skills to patient care. Since IPE involves students from various specialties teaching each other and…

One of the greatest challenges associated with interprofessional continuing professional development (CPD) is the ability to assess impact on interprofessional knowledge, competencies, skills, and practice, particularly for institutions that produce a large number of activities serving diverse target audiences. The University of Pittsburgh and UPMC annually offer approximately 1500 courses, series, and web modules to over 200,000 participants. In preparation for Joint Accreditation we have spent considerable time understanding how to implement interprofessional evaluation tools that are…

The Clinical Learning Environment (CLE) is critically important to the professional growth and development of learners from all health professions. While often thought about in isolation from the perspective of a singular profession, the reality is that the CLE is fluid and dynamic--changing with the varied interactions and responsibilities of the interprofessional team. Due to the direct and unique contribution of interprofessional care teams to the CLE, accurate measurement of the CLE will be critical to ensuring an optimal environment for learning and professional growth. Despite the…

Colleagues at a university in the delta created a faculty-led fieldwork model that promotes interprofessional practice and education while providing a service to the community. Service and Experiential Learning Through Engagement in the Community (SELTEC) is a clinical model which allows students to engage in strategic partnerships within the community to provide free services to recipients of care while gaining experiential learning opportunities in both clinical and professional skills and abilities. The SELTEC model gives students experiential opportunities to learn real-world contexts and…

While interprofessional education (IPE) traditionally focuses on the interactions of students of different professions and is often based in the classroom or simulated settings, embedding students in interprofessional (IP) teams of practicing professionals in clinical settings may also provide rich opportunities for both formal and informal IP learning. In the UCSF Clinical Microsystems Clerkship, groups of six first-year medical students are assigned to a faculty coach and clinical microsystem for 17 months, where they participate one half-day per week to learn patient care skills,…