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…

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 (“…

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…

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…

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…

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…

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…

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…

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/…

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)…

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…

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.…

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…

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…

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…

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…

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…

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…

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 the…

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…

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…

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…

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…

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…

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…

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…

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…

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,…

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…

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…

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…

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…

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…

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,…

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…

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…

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…

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…

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…

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…

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…

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…

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…

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:…

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…

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…

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…

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…

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)…

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,…