Nexus Fair and Poster Session
 
A Logic Model for Evaluating the Impact of an Interprofessional Educators Academy at a Research-intensive Academic Health Center
Background: The Duke Academy for Health Professions Education and Academic Development (AHEAD) was established in 2014, with the three-fold mission of faculty development (FD), recognition and promotion (R&P) and research and innovation (R&I). To date, there has been no formal evaluation of how and to what degree Duke AHEAD is achieving its mission. Logic models have been shown to be a useful tool in program evaluation, especially for non-profit and complex enterprises, such as educators academies. This study describes the novel utilization of a logic model as an overarching framework…
A Multifaceted Approach to Enhancing Awareness and Development of Faculty with IPE
The lack of interprofessional training for providers entering the healthcare system was identified as a major omission in the preparation of healthcare workers in the early 2000's. Subsequently, the World Health Organization identified a need for the development of Interprofessional education (IPE) programs to adequately prepare providers to work in teams. Since then, the pedagogy and evidence base for IPE has grown. However, there has been little focus on preparing faculty to teach from an interprofessional model. Ratka et al. conducted a literature review of articles appearing in several…
Aligning Education for Learners and Teachers to Improve Clinical Quality
Background: Health professions education must be intentionally aligned and designed with the end in mind: to improve patient and learner outcomes. This is a challenging task as learners must meet the standards and competencies outlined by their sponsoring organization(s) in the context of a complex, fast paced clinical workplace. Our aim was to improve targeted quality metrics in two primary care clinics, which served as training sites for physicians, pharmacists and nurse practitioner students by aligning competency-based education with patient care. Design: In Phase 1, we aligned physician…
Aligning Physician Assistant Education for Interprofessional Oral Health Practice
Since the release of Oral Health in America: A Report of the Surgeon General in 2000, primary care educators and clinicians have been encouraged to embed interprofessional Oral Health (OH) competencies across education programs. Since 2006, PA national organizations and OH champions have worked to ready the PA workforce for interprofessional OH practice. The current study, a partnership between the National Interprofessional Initiative on Oral Health (NIIOH) and the Center for Integration of Primary Care and Oral Health (CIPCOH), provides a longitudinal perspective on OH integration in PA…
Assessment of Team Attitudes Among First Year Health Profession Students
In the fall of 2018, approximately 600 students from across several disciplines at Emory University participated in a team training event. The purpose of the event was to provide education for the use of SBAR (Situation, Background, Assessment, and Recommendation) as a communication tool to improve healthcare outcomes. The overarching aim of the study was to assess whether the education and small group practice using SBAR improved communication among various disciplines. Additional goals were to determine whether students (1) collaborated more effectively in planning patient care, (2)…
Community Health Fair’s Impact on Interprofessional Socialization
Having information on alternations in professional beliefs, attitudes and behaviors that occur as a result of the educational activity can empower decision makers with tangible data to support their efforts. The aim of the health fair described was to educate attendees about common health problems and preventable measures. A mixed methods design was used to assess health profession students' values, attitudes, learning outcomes, and opinions before and after participation in a community health fair. Health profession students at various stages of their training from pharmacy, podiatry,…
Comparing Oral Health Integration Curricula Across Primary Care Education Programs
In 2000, the Surgeon General’s landmark report on ‘Oral Health in America’ prompted a sense of urgency for primary care education to increase provider understanding, skills, and ownership of oral health (OH) care. Primary care clinicians including physicians, PAs, nurses, pharmacists, and dental professionals are now working to embed oral health and interprofessional practice competencies across their education programs. The ultimate goal is to equip the health care workforce with the knowledge and skills required by new integrated holistic healthcare models to include oral health. The…
Creating a Quality Interprofessional Experience by Adapting an Intradisciplinary Rural Trauma Simulation
Background: Accreditation requirements for experiential learning create an opportunity to utilize simulation to meet interprofessional education (IPE) goals. At our comprehensive academic health center, not all learners are required to complete the clinical experience, nor does IPE clinic support capacity for all students. In order to expand the experiential curriculum, we have established a simulation core requirement. In this pilot we have adapted a trauma simulation used in the physician associate (PA) program to create an IPE simulation experience. This work-in-progress pilot program had…
Development of Large Biannual Interprofessional Student Training Seminars in a Rural State
Background: Over the past several years at the University of Montana, momentum has been building through small scale IPE efforts such as electives, SIMS events and targeted training sessions. In 2018, faculty began to strategize ways to create quality IPE training for a larger number of students. The University of Montana College of Health Professions and Biomedical Sciences partnered with Montana State University College of Nursing and Montana Geriatric Education Center to develop 3 large IPE seminars. Design: In the fall of 2018, the faculty began planning a 3-hour pilot seminar for the…
Effect of Intraprofessional Practice in a Multidisciplinary Clinic During Integrated Clinical Experiences on Student Physical Therapists’ Competencies In, and Perceptions Of, Interprofessional Collaborative Practice
The inclusion of interprofessional education (IPE) in health professions education, and focus on the IPEC core competencies , can be attributed to their contribution toward reduction in medical error and improvement in healthcare quality and the patient experience. The impact of exposure to interprofessional collaborative practice (IPCP) during integrated clinical experiences (ICE) on student physical therapists’ (SPT) competencies and perceptions of IPCP has been studied, but does participation in intraprofessional practice within a multidisciplinary clinic affect the level of impact? SPTs…
Engaging Community Volunteers Through Quality Interprofessional Learning: A Collaborative Examination with Physical Therapy and Speech-language Pathology Students
Background: Though the field of interprofessional education (IPE) is growing in its research and peer-reviewed literature, there remains a lack of best-practice recommendations for IPE content and delivery. To address this gap, the Health Professions Accreditors Collaborative and the National Center for Interprofessional Practice and Education recommended recently, that quality IPE experiences possess four distinct characteristics. However, because the development and implementation of such activities can be a challenge, the dissemination of successful IPE models that include these…
Enhancing Communication Competencies Through Complex Simulation and Health Technology
Background: As healthcare becomes more technologically complex, clinicians are using electronic health records (EHR) to optimize communication among interprofessional teams, in addition to a repository for patient data. Despite near ubiquitous use of EHRs in clinical settings, few clinical students utilize this technology during their training. In this study, we integrated students from administrative and non-clinical disciplines into traditional clinical simulations, with complex patient safety errors embedded in EHR technology and measured the effect on communication and teamwork. Methods:…
Enriching the Medical Student Experience in the Duke Interprofessional Education Clinic with Registered Nurse Faculty Educators
Duke University School of Medicine, started an Interprofessional Education (IPE) Clinic in December 2014 for medical students in conjunction with the nurse practitioner and physician assistant programs. The directly observed clinic is located within the emergency department (ED) and provides care to low acuity ED patients. When initially formed, there was no dedicated registered nurse (RN) presence, and this lack of RN faculty, was identified early on as an area that could increase clinic efficiency, improve patient care, and contribute to the education of the students within the IPE clinic…
Evaluating IPE Activities in Achieving IPEC Competencies Using the Chiba Interprofessional Competency Scale (CICS29)
The Chiba Interprofessional Competency Scale (CICS29), was designed to address how the IPE continuum improves an individual’s competencies in interprofessional (IP) collaborative practice, and how an increase in an individual’s competencies contributes to their team’s performance. While the tool assesses student behaviors in the clinic, the authors argue that the scale can be used to evaluate the degree of achievement of the learning objectives in fundamental education. Compared with other IP collaboration scales, the CICS29 was found to have subsumed the key concepts that should be…
Evaluation of an Interprofessional Care Conference Simulation for 1st Year Professional Students in the Achievement of IPEC Core Competencies
Interprofessional education (IPE) is often introduced early in the didactic curriculum for healthcare students, allowing for participation in their first professional year in these skills. However, understanding which Interprofessional Education Collaborative (IPEC) Core Competencies that are best addressed early on in the curriculum is unclear. A patient care conference through a paper case, which focuses on patient safety with students from nursing, pharmacy, physical therapy, and occupational therapy in small group, interprofessional (IP) teams, was created and evaluated to better…
Expanding Interprofessional Care and Leadership in Student Run Clinics
The Case Western Reserve University (CWRU) Student Run Health Clinic (SRHC), provides a rich environment to optimize interprofessional clinical learning environments, while addressing the needs of an underserved community. This clinic provides students from different health professions, the opportunity practice and learn together on interprofessional student teams, both in caring for patients in a clinic and in the community, and in leading a mini-health care organization. The SRHC started at CWRU as an interprofessional venture between medical and nursing students in 2011. The structure of…
Expanding the Nexus: Using Poverty Simulation as an IPE Clinical Learning Tool
Interprofessional education is foundational to creating a health care team prepared to improve patient outcomes, however, patients and families are often absent from the educational setting. Faculty from the School of Nursing, Department of Communication Studies, School of Business, and Department of Social Work collaborated to create a Poverty Simulation designed to engage students from all programs, residents from public housing, and academic-practice partners. The five-part simulation experience includes: 1) collaboration with diverse faculty to build the simulation experience, 2)…
Faculty Perceptions of Readiness to Implement Interprofessional Education in Athletic Training
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 who are instructing these elements may require additional training. The objective of this study was to explore athletic training educators’ perceptions of interprofessional…
From Talking the Talk to Walking the Walk: Do’s and Don’ts of Interprofessional Education
Background: The Framework for Action on Interprofessional Education and Collaborative Practice (WHO, 2010), and an increasing number of publications thereafter, have identified the need for collaborative practice to strengthen health-care systems and ensure the highest quality of care for patients. An integral step in training collaborate practice-ready providers is developing interprofessional education. Method: Over the past 9 years, the Cleveland VA Medical Center’s Transforming Outpatient Care - Center of Excellence (TOPC-COE), an interprofessional program for physician, nurse…
Get Me Outta Here: An Interactive Board Game for Interprofessional Learning About Hospital Discharges and Patient-centeredness Created by I-MPACT (Integrated Michigan Patient-centered Alliance for Care Transitions)
Re-admissions continue to plague our healthcare systems, and confusing discharge processes can be a factor in unintentional errors and increased ED/hospital utilization. To address these issues, I-MPACT, a Blue Cross Blue Shield of Michigan collaborative quality initiative, assembles hospitals and physician organizations to work as local “clusters” with patient participants to develop viable interventions. To aid in forming these new cross-institutional and interdisciplinary teams for quality improvement, I-MPACT provides experiential education through an interactive board game called "Get Me…
Growing Our Interprofessional Family Tree to Introduce Learners to the Social Determinants of Health
As our interprofessional education (IPE) has expanded over time, strategic growth of new programs has become necessary. A family-based framework was developed to enable effective mapping of learning opportunities and to identify competency gaps. We aimed to: • Provide a family-centered learning context for IPE • Identify and document learning levels for each IPE activity • Track and map progression and achievement of IPEC competencies • Provide a pathway for learners to select opportunities, map individual progress and sustain engagement in IP learning We adapted a tri-level framework for…
Igniting the Passion for Compassion; Empathy in Action
Background: Compassion fatigue, burnout, lack of empathy training in support of members of the health care interdisciplinary team inhibit compassionate care delivery and coordination. Method: A systematic literature review was conducted, using PsychINFO, PubMed, Cochran, NCBI, CINAHL, and Proquest for peer reviewed articles published within the last five years (2014-2019). Studies were selected for reporting: compassion fatigue, compassion cultivation, empathy, neuroplasticity, mindfulness, Consultation and Relational Empathy Measure (CARE), and patient outcomes and satisfaction. Results…
Impact of IPE Activities and Durations on Occupational and Physical Therapy Student Interprofessional Socialization and Valuation
Interprofessional education (IPE) and collaborative practice (IPCP) can reduce medical error and improve healthcare quality and the patient experience. In addition, most academic accrediting bodies now require the integration of IPE within healthcare professions’ educational curricula to earn accreditation. This study's aim is to determine how much IPE is required and which types of instructional activities foster student progress, toward the IPEC Core Competencies. First-year OT (n=33) and PT students (n=22) together participated in two IPE activities one week apart. The first activity (“…
Improving Interprofessional Education Through Intentional Inclusion of Graduate Research Students: A Work In-progress
Background: Although the University of Oklahoma Health Sciences Center had a robust interdisciplinary/interprofessional (ID/IPE) education program with strong buy-in from the six professional-based colleges, the inclusion of graduate college research students in the basic bench science biomedical programs lagged behind. Inclusion of non-health professional biomed sciences students in defining the healthcare team, provides opportunity for additional important voices regarding translational science, to be intentionally invited to ID/IPE programming. The goal of our study was to implement…
Influence of the Hidden Curriculum on Physical Therapy Students’ Perceptions of Interprofessional Collaborative Practice During a Terminal Clinical Experience
The influence of the hidden curriculum within healthcare education impacts students’ perception of Interprofessional Collaborative Practice (IPCP). However, information regarding IPCP within physical therapy requires further investigation, particularly during clinical experiences. IPCP improves healthcare quality, patient experience, and medical error rates. Therefore, the aim of this study is to identify the influence of the hidden curriculum on entry-level Doctor of Physical Therapy (DPT) students’ perception of IPCP and progression toward the IPEC Core Competencies during their terminal…
Innovation in Education: Health Literacy for IPE Scholars
Health literacy is defined as the “capacity to obtain, process, and understand health information and services needed to make appropriate health decisions.” Inadequate health literacy leads to more emergency department visits, readmissions to hospitals, less preventive care, and poor medication administration skills. The goal of this project was to develop an educational module on health literacy for the inter-professional scholars’ program at the University of Texas Medical Branch. After a needs assessment was performed, a one hour power point presentation was developed with videos and…
Interprofessional Faculty Development--Giving Faculty What They Need to Succeed
Background: Creighton University’s Center for Interprofessional Practice, Education and Research (CIPER), sponsors an annual two-day faculty development experience known as SITES (Supporting Interprofessional Teaching Excellence and Scholarship). Using the IPEC core competencies as a framework, the goal of SITES is to increase the number of faculty who are committed to IPE (Interprofessional Education) and IPCP (Interprofessional Collaborative Practice). Past participants include faculty and staff from dentistry, emergency medical services (EMS), medicine, nursing, occupational therapy,…
IPE in Biomedical Science Programs - Thinking Beyond the Norm
Background: The goal of interprofessional education (IPE) is to prepare learners for interprofessional practice. For biomedical science graduate students, this includes collaborative and multidisciplinary discovery, research, and dissemination. While there are many studies of IPE in the traditional healthcare setting, literature, resources and IPE communities of practice are limited within a biomedical science graduate school setting. Design: We assessed the current state of interprofessionalism and perceived value of IPE opportunities in the Mayo Clinic Graduate School of Biomedical…
IPE Leadership Certificate Development at Campbell University College of Pharmacy & Health Sciences (CPHS)
Background: The IPE Leadership Certification program presents students the opportunity to earn recognition for demonstrating commitment to interprofessional collaboration. Students who pursue certification consistently go above and beyond typical IPE requirements: they participate in developing new initiatives, take on leadership positions, and promote IPE principles to their communities. After graduation, these students will enter communities as leaders in their profession who will advance the movement of interprofessional collaborative practice, prepared for an ever-changing healthcare…
Making an I.M.P.A.C.T.- An Interprofessional Model of Patient Care Training
Interprofessional education (IPE) and interprofessional practice (IPP) directly promote the achievement of a healthier and more fiscally responsible healthcare system, by enabling a framework that prepares all professionals in healthcare to work together across disciplines to collaborate more effectively and creatively. To that end, I.M.P.A.C.T. IPE 1.0 was held in the spring of 2016. Now in its fourth year, the program has brought together over 250 undergraduate and graduate students from six disciplines to engage in collaborative based care of standardized patients. Faculty from these…
Merging Ethical Principles in Pediatric Case Discussions with Both Nursing and Pharmacy Students
Students that participated in this interprofessional ethical principle and dilemma activity augmented their baseline knowledge of each other's roles and responsibilities. Establishing the importance of how medical ethics transverses settings that the pharmacy and nursing students will encounter each other in, bolsters their understanding of providing not just excellent patient care, but helps to expand on how to improve patient safety. At the center of this activity, the goal is to help demonstrate to the nursing and pharmacy students, how going beyond their knowledge of medical ethical…
Opioid Risk Mitigation and Naloxone Training: An Interprofessional Pilot with Pharmacy, Dental, and Medical Students
Background: The opioid crisis requires coordinated effort from health professions educators to provide students from all disciplines with the tools and skills to recognize potential opioid abuse and to effectively mitigate risks associated with controlled substances. Health practitioners must also be able to educate patients at elevated risk, recognize the signs and symptoms of opioid overdose, and administer naloxone when clinically indicated. Since the professional roles of physicians, dentists and pharmacists regularly intersect clinically around the assessment and treatment of pain,…
Optimizing the CLE: An International Consensus Conference
Background, including statement of problem and aims: There is tremendous focus on the clinical learning environment (CLE) due to its significant impact on learning and patient outcomes. While much has been done to identify challenges for the future of the CLE, next steps are difficult to identify. In October 2018, the Royal College of Physicians and Surgeons of Canada hosted a global consensus conference on the CLE. The objective of this conference was to reflect upon and identify gaps in the current literature in order to delineate tangible short- and long-term goals towards improving CLE’s…
Perceptions of Interprofessional Education and Collaboration from Medical Scribes in the Emergency Department
Background: Medical scribe is an emerging health profession resulting from the increasing complexity of electronic medical records and demand on providers. Created in 2015, the GVSU Scribe Academy, a partnership with Grand Valley State University and Helix Scribe Solutions in Grand Rapids, Michigan, was designed to integrate a scribe workforce into interprofessional teams at local emergency departments. The Academy curriculum is 80 hours including theory and clinical training. Methodology: The Academy screens for motivated students on a health care career path who can demonstrate proficient…
Piloting an Interprofessional Super Simulation Day with Optometry, Physician Assistant, Pharmacy, and Nursing Students
Background: The future of healthcare education includes the integration of interprofessional instruction and experiences to ensure all graduates are prepared to work in the collaborative, patient-centered environments of today’s healthcare system. Marshall B. Ketchum University piloted its first interprofessional education (IPE) patient simulation exercise involving approximately 200 students from OD, PA, PharmD, and RN programs. The purpose of the simulation was to allow students to apply the interprofessional skills gained during their education, and to formally evaluate their acquisition…
Promoting Interprofessional Teaming Using Visual Art in a Museum-based Setting
This poster will present the framework for an arts-based pedagogy for interprofessional teaming and skills development that will be implemented in the fall of 2019. This program will integrate visual art-based teaming sessions into an existing longitudinal, community-based, interprofessional education program called the Utah Health and Homes Collaborative. In this program, teams of students work to provide individuals who have complex health and social needs with care coordination and community-based, person-centered interventions, while learning to work collaboratively to identify and…
Promoting the Use of Aromatherapy to Decrease Anxiety and Patient Perception of Pain During a Gynecologic Procedure: An Integrative Interprofessional Therapy Quality Improvement Intervention
The purpose of this quality improvement (QI) project is to implement a system for clinic staff and providers to promote, support, and document the use of lavender aromatherapy to reduce anxiety and pain perception, as an option for patients experiencing an intrauterine device (IUD) insertion. Despite the safety, economic benefit, and proven effectiveness of essential oils, there remains a practice gap in consistently offering it as an integrative option in the healthcare setting. Interprofessional collaboration among staff members at a gynecology clinic led to the development of five…
Real-world Team Training Experiences for Entry-level IPE Students
ETSU implemented the first year of a 2-year longitudinal IPE experience within the five colleges of the ETSU Academic Health Sciences Center (AHSC). The four educational competencies of IPEC were used to create experience threads. Each semester two experience threads are covered; one consists of a simulation experience to practice the foundational principles in a safe environment, and the other a field experience to implement the foundational principle in a clinical setting. The majority of the content for experience threads and simulation experiences were implemented for three cohorts of…
Reducing Healthcare Professional Stigma of Individuals with Opioid Abuse Disorder Through Interprofessional Education
Background: The US department of Health and Human Services calls for improved healthcare access for individuals experiencing opioid abuse and utilization of multidisciplinary team models. [1] Individuals with substance abuse disorder may have difficulty accessing services due to healthcare provider stigma. [2] Medical students who received structured education about substance abuse, and/or experienced direct contact with individuals with substance abuse disorders had significant improvements in comfort level and attitudes towards this patient population. [2] Interprofessional education (IPE…
Seeing vs Doing: A Comparison of Participants and Observers During a Novel Interprofessional Discharge Simulation
Background: Interprofessional communication and teamwork are important aspects of medical training. Medical students are rarely taught in clinical simulations that involve students from more than one profession. The objective of this study was to develop and implement a novel discharge OSCE, to enable medical students to practice discharging a patient with a chronic disease while incorporating effective communication with other healthcare professionals. Methodology: This is a single-center, survey-based study evaluating a novel discharge objective structured clinical exam (D-OSCE) created…
Situation, Background, Assessment, Recommendation (SBAR): Development of a Scoring Rubric for Assessment of Healthcare Students
Communication failures have been estimated to be a major factor in many healthcare errors. During the transfer of information between providers, inadequate communication of vital information can occur. Standardized communication is one means of improving safety during this transfer of information. One commonly used tool is the situational briefing tool, “Situation, Background, Assessment, Recommendation” (SBAR). The purpose of this study was to design and develop a reliable, defensible instrument to assess SBAR skills among our health profession students. The initial draft of the rubric…
Sons as Informal Caregivers to Aging Parents: Evidence of an Emerging Trend
Are advanced practice nurses, physician assistants, physicians, social workers and other primary health care providers overlooking a potential resource when developing a plan of care for community-dwelling elderly? Within the current context of an aging population, men can no longer be considered bystanders as caregivers to their aging parents. Emerging international family research has indicated that there is a growing trend for adult sons to assume some responsibility for the health care needs of their aging parents. This presentation explores select literature from multiple countries that…
Student Preparation for and Delivery of Ambulatory Care Through a Comprehensive Interprofessional Clinic Experience
Background: Interprofessional practice (IPP) requires diverse learners to organize as a team. Didactic and episodic experiences may not provide learners with skills to establish/advance teamwork in practice. A model which requires students establish “ground rules” for team-based care delivery and provides faculty-led reflection can support skill development while addressing Interprofessional Education Collaborative (IPEC) competencies. Our specific aims include assessment of student perceptions after participation in this model using a validated interprofessional survey and a quantitative/…
Students Practicing Interprofessional Collaboration in the Context of Hospice and Palliative Care
Care Seminar (IPC), held in the Midwest, involves students from disciplines of medicine, nursing, pharmacy, social work, and chaplaincy. The curriculum of the seminar incorporates asynchronous and synchronous didactic presentations, experiential learning through group exercises and discussion, along with home visits by students in interdisciplinary dyads. The purpose of this study was to determine if students’ participation in a three-week interdisciplinary palliative care seminar would positively influence their socialization and value of interprofessional collaboration with the ultimate…
The Development of an Interprofessional Preceptor Development Program for Preceptors of Health Care Provider Students
Background: Clinical environments require providers to work within interprofessional teams to provide and improve clinical care. Future health care providers need to understand interprofessional (IPE) teamwork and quality improvement (QI), which are requirements of accreditation [1,2]. Clinical preceptors help students to implement clinically what they have learned in the classroom [3]. Preceptors utilize knowledge and educational strategies [4] in IPE [5] and QI [6] to guide their students’ clinical experiences. To address the need, the faculty aimed to: 1.) create and deliver a formal…
The Impact of the Size and Composition of Interdisciplinary Healthcare Teams on Patient Satisfaction
Background: Managing patient expectations and establishing scope of care in the emergency department (ED) is critical for optimizing patient satisfaction. Vital to expectation setting is delineating roles of healthcare team members. Medical student participation has been shown to improve satisfaction, suggesting benefit to including learners. At Duke University, students participate in an Inter-Professional Experience (IPE) clinic to provide comprehensive care to low acuity ED patients. The aim of this study is to improve patient understanding of the function and scope of the IPE clinic as…
Transitions of Care as Model to Engage Rural Health Professions Learners with Interprofessional Competencies: A 3-year IPE Curriculum Study
Background: The Centers for Medicare and Medicaid Services (CMS) define a transition of care as the ‘movement of a patient from one setting of care to another... settings of care may include hospitals, ambulatory primary care practices, ambulatory specialty care practices, long-term care facilities, home health, and rehabilitation facilities’. Although more recent science has demonstrated improvement in elements of care transition, data continues to demonstrate that care transitions are oftentimes cumbersome, non-standardized, and are rife with critical communication deficits leading to…
Use of an IHI Open School Resource to Engage Future Healthcare Professionals in Improving Patient Care and to Help Prevent Burnout
Background: Evidence shows that 1 in 2 healthcare professionals burnout during their career. As burnout affects all healthcare professionals, the CU Center for Interprofessional Practice & Education (CIPE) is determined to support wellness for all students on the Anschutz Medical Campus through its programming. To increase student awareness of burnout and resilience skills, CIPE’s 2018 Interprofessional Open Campus Program (IOCP) theme was SOAR: Strengthening Ourselves through Awareness & Resilience. IOCP impacts ~ 700 students per year from 7 different healthcare programs. The aim…
Using a Data-driven Approach to Improve Interprofessional Teamwork at UChicago Medicine
Background: Healthcare is rapidly changing and growing more complex, posing a strain on care delivery and frontline providers nationwide. In response, health systems are beginning to recognize clinician engagement in interprofessional teams as an effective strategy to improve care delivery and clinician experience. UChicago Medicine (UCM) has established a committee to align, measure and enhance institutional efforts to engage clinicians in interprofessional, team-based care. Our aim is to improve care delivery and patient/clinician experience by: 1.) Increasing clinician engagement in…
Utilizing Respiratory Therapists in an Interprofessional Clinical Practice Setting
Background, including statement of problem, and aims: Respiratory therapists must be proficient in therapeutic and diagnostic skills. Students must also be competent communicating and participating in a team-based approach to patient care. An increased need for therapists to possess these important non-technical skills was coupled with the need for the establishment of interdisciplinary teamwork. Design or methodology: An Interprofessional Clinical Practice (IPCP) experience was developed partnering with a Midwest university and three community health centers to address the needs of…
“Disbelief and Sadness”: First Year Health Profession Students’ Perspectives on Medical Error
The creation of effective interprofessional education requires strategic development of health profession training curricula. An understanding of attitudes and perceptions surrounding medical errors will inform the design of interventions and educational strategies most suitable for healthcare providers. The purpose of this study was to describe the reactions of first-year health profession students to a real-life medical error scenario using a unique approach reflecting on a video describing medical errors. We hypothesized that we would detect differences in reactions between disciplines.…
Applying the International Classification of Functioning, Disability, and Health (ICF) to Interprofessional Education: Advancing Collaboration to Improve the Oral Health of Children with Special Health Care Needs
Project overview: An interprofessional team of educators (dental, medicine, public health, and psychology) embarked on a multi-year “proof of concept” project to apply the International Classification of Functioning, Disability, and Health (ICF) framework and develop an IPE intervention to promoting collaborative care for children with special health care needs (SHCN). Using continuous quality improvement cycles, the team produced a set of educational materials that teach interprofessional learners to apply the basic concepts of a functionally based assessment method. This unique IPE model…
Collaborative Learning for Integrating Primary Care and Behavioral Health
Working across state agencies, the Minnesota Department of Health and Minnesota Department of Human Services are engaging primary care and behavioral health providers to redefine health and redesign care. At the center of this process is creating a collaborative learning environment where providers and their partners continually improve to deliver whole person care by integrating across primary care, behavioral health, and social services. Participants at this interactive “show and tell” learning session will enhance knowledge and skills for: • Identifying integrated learning topics for whole…
Continuing Collaboration: Resources to Further Reflection and Learning from the Nexus Conference
Many times we leave a conference inspired and wanting to use the new tools in our tool box. However, how many times do we come back to our work settings and re-enter our routines feeling busy and soon losing sight of our new-found tools? This presentation will focus on simple, user friendly tools that CIPER provides as an online resource- connecting you to tools that work with your schedule. During the session, our Resource Exchange will provide members of our team who can help participants: - Connect you to online tools to be used for your professional development as well as to share with…
Cultivating Dynamic Interprofessional Competency and Communication Skills Among Health Professionals to Optimize Aging
Beginning in the fall of 2017, a team consisting of one occupational therapy faculty, one physical therapy faculty, and one professional from the Center for Interprofessional Practice, Education and Research (CIPER) implemented an interprofessional experience (IPE) for Occupational and Physical therapy students in an assisted living facility. The experience includes orientation and guided communication for the IPE teams prior to an onsite experience with the assigned assisted living facility resident. The teams observed one another complete profession specific assessments and conducted a care…
Interprofessional Collaborative Practice Competencies and Refugee Health Care: Online Clinical Learning Modules
Project overview: The Teaching Today’s Students for Tomorrow’s America (TTSTA) project offered an innovative, interprofessional, culturally responsive approach to improving access to and quality of primary care for local refugee populations, while educating health providers and students for collaborative practice environments. Our interprofessional project team developed and tested two online clinical learning modules for asynchronous learning, titled: Interprofessional Collaborative Practice (IPCP) Competencies, and Refugee Culture and Health Resource and outcomes: The online TTSTA modules…
Interprofessional Education and Collaborative Practice Partnership Between Pharmacy and Dentistry
This project focuses on an interprofessional education and collaborative practice partnership between the University of Minnesota School of Dentistry (SOD) and the University of Minnesota College of Pharmacy (COP). The University Of Minnesota School Of Dentistry provides oral healthcare services to patients through a range of clinics, including the School’s Comprehensive Care Clinics (Clinics) and through several innovative outreach programs, providing services to underserved populations and a large, diverse, metro and rural patient population. The Interprofessional team in this project…
Learning About the Train-the-Trainer Interprofessional Team Development Program (T3 Program)
The national Train-the-Trainer Interprofessional Team Development Training Program (“T3 Program”) addresses the growing, national need for trained health professions: faculty, clinicians, and staff members from all professions, to lead interprofessional (IPE) efforts and promote team-based care. Hosted by three university sites around the country: the University of Washington (Seattle, WA), the University of Virginia (Charlottesville, VA), and the University of Texas at UT Austin (Austin, TX). The 3.5-day, interactive program uses team science and LEAN project management strategies to develop…
Podcasting by Design: From Confabbing to Learning - A Guide to Making Your Podcast a Valuable and Practical Resource
Project overview: The Center for Advancing Interprofessional Practice, Education and Research (CAIPER) at Arizona State University’s Edson College of Nursing and Health Innovation, put out an interprofessional health podcast: CAIPER Confabs. Our podcast team will be providing a dynamic and interactive venue for individuals from across the education and practice spectrums to learn from the design and creation of learning materials derived from podcast episodes. Participants will explore the potential benefits and barriers to the implementation of podcasts as professional development for all…
Telehealth, What's New, What's Changed and What Does It Mean for Interprofessional Practice
Consistent with the Triple Aim for Healthcare of the Centers for Medicare & Medicaid Services, Telehealth offers the potential to improve equity of access to health services in a cost-effective manner, resulting in better care, better health, and lower costs. Historically, Medicare Part B covered only certain services, like office visits and consultations, provided using an interactive 2-way telecommunication system (with real-time audio and video) by a distant site practitioner with a rural originating site beneficiary. However, Telehealth services have been expanded under federal law…
The Preceptor’s Guide to the Nexus: Supporting the Role of Preceptors in Optimizing the Interprofessional Clinical Learning Environment
Project overview: Health systems are faced with a dual challenge of “optimizing learning and patient care”, while preparing health professions learners for interprofessional, integrated team-based care and collaboration (NCICLE, 2019, p. 4). Clinical preceptors occupy an important space at the nexus between interprofessional education and collaborative practice, but most were trained in a specific discipline with traditional roles and chains of command, and learned how to practice in teams through “example, trial, and error” (Kennedy, 2018, p. 7). As a result, health professions learners…
Debunk the Junk: A Student-driven Interprofessional Event
Background: The Office of Interprofessional Education and Practice (OIPEP) at the University of North Carolina at Chapel Hill established a Student Executive Committee (SEC) to engage students in interprofessional activities. The SEC is comprised of students from the health professional schools (Allied Health, Dentistry, Medicine, Nursing, Pharmacy, Public Health, Social Work), the Schools of Education, Business, and the Health Sciences Library. Debunk the Junk was the first SEC initiative an interprofessional, case-based event where participants addressed myths about their professions and…
Decreasing No Show Rates in a Dental Clinic at a Federally Qualified Health Center Following Referral from a Medical Clinic
The prevalence of oral disease is disproportionately high among people with low income, reflecting lack of access to dental care. Federally Qualified Health Centers (FQHC) benefit communities they serve by providing affordable dental care; however, many clinics face an overwhelming amount of no-show appointments. The objective of this program is to expand clinical interprofessional training experiences at partnering FQHCs to decrease no show rates in dental clinics. In this study, dental and medical students see patients together in the medical clinic of the FQHC in King County, WA. Dental…
Implementation of Novel Simulated Interprofessional Intensive Care Unit Bedside Rounding Course
Background: Medical schools are beginning to implement courses in Interprofessional Education (IPE) to prepare students for the interprofessional team-based patient care model which is becoming a standard of practice in many healthcare facilities. Students often have little exposure to multidisciplinary rounds prior to residency, and fast paced low-capacity healthcare environments such as operating rooms and intensive care units, necessitate providers be competent and efficient in working within interprofessional teams. Design: The University of South Dakota Sanford School of Medicine (USD…
Interprofessional Clinical Education at a Student-run Free Clinic
Background: Fourteen health professional programs at the University of Minnesota Academic Health Center participate in a student-run free clinic, the Phillips Neighborhood Clinic (PNC). The PNC operates two nights each week and offers comprehensive clinical services, including medications and labs at no cost to patients. The mission of the PNC includes providing comprehensive care to underserved patients, developing cultural sensitivity and interprofessionalism for the student volunteers, and engaging broadly with the Phillips community in Minneapolis. Design: The longitudinal design of the…
Interprofessional Education: Fostering Collaboration, Communication, and Patient-centered Care
Proper patient care involves the work of various types of medical professionals. A team of healthcare professionals will include physicians, nurses, social workers, pharmacists, caregivers, lab technicians, and many more so it is crucial that proper communication and teamwork be central themes among these various professionals. This project is centered around an interprofessional education (IPE) session, during which senior nursing students teach first-year medical students how to administer an intramuscular vaccine. It is meant to provide students from both professions the opportunity to…
The Passport Project: From Practice to Prepared Clinician
Interprofessional healthcare practices are fundamental to safe and effective patient care in the modern healthcare setting. This poster will summarize a qualitative research study of student reflections from the IPE 001 IPE Passport Activities during fall 2017/spring 2018. Creighton University’s IPE 001 course includes 9 professions with 464 students completing the post-course evaluation survey in its first year of implementation. Students chose from a wide menu of IPE Passport activities from didactic to clinical learning. De-identified student data was downloaded from the learning…
The Use of Group Concept Mapping to Improve Transitions of Care Between a Mental Health Center and a Family Medicine Clinic
Purpose: The purpose of this project is to effectively engage stakeholders from separate primary care and mental health organizations to develop an ideal cross-organization communication system to improve metabolic monitoring for their co-managed patients prescribed second generation antipsychotics using the mixed-method approach of group concept mapping. Methods: An interprofessional group of key stakeholders from the Human Development Center and the Duluth Family Medicine Clinic participated in group concept mapping meetings in April and May of 2018. The group concept mapping method is…