Conducting a Concert (Collaborative Need-centered Education for Relational Team-building): A Patient- and Learner-centered Process Model Approach for Integrating Interprofessional Education into Clinical Practice
To create a collaborative practice-ready labor force, academia must facilitate student learning and assimilation of the knowledge, skills, and behaviors needed to function effectively in interprofessional team-based care models. However, organizing interprofessional education (IPE) experiences is a complex endeavor. Further, both IPE and patient-centered care (PCC) competencies are addressed conceptually in health care education but are not necessarily illuminated in general clinical training experiences. Thus, we created the CoNCERT Model with two objectives: 1) To resolve complex barriers to integrating IPE into clinical patient care, and 2) To explicitly illustrate the parallel relational processes of interprofessional practice and patient-centered care. The CoNCERT Model enables the teaching of IPE and PCC competencies in tandem, which gives learners an opportunity to conceptualize relational processes as tools with which they can intentionally impact the clinical environment and culture.
CoNCERT was constructed to meet the psychological and social needs of all participants including patients, learners, and faculty. It enables faculty to simultaneously facilitate learners from various stages of training and can also be modified for distinct patient populations and interventional approaches. Our team used the model to provide IPE and PCC training to approximately 200 nursing, physician assistant, pharmacy, respiratory therapy, and medical students over the course of two semesters in a weekly half-day smoking cessation clinic at an academic patient-centered medical home.
In the lecture portion of the workshop we will describe the CoNCERT Model components, flexibility of application, clinical and learning outcomes, and plans for expansion. In the skill-building portion we will provide focused and practical support for individuals and groups in the planning stages of clinical IPE experiences. In the facilitated learning activity, participants will have the opportunity to lay the groundwork for responsibly implementing IPE in their own clinical settings. Working in groups of up to 4, participants will use sequence modification and process mapping to apply the CoNCERT Model to develop unique strategies for integration or improvement of IPE in their local practice setting. The products will range from individualized clinical workflows and/or roadmaps for clinical IPE implementations to plans for improving the quality of patient- or learner-centeredness in current IPE clinical experiences. The workshop will conclude with a mini poster presentation and gallery walk for sharing the solutions and ideas participants have begun to develop.
After participating in this workshop learners will be able to:
1) Discuss a multifaceted approach to implementing interprofessional education in a patient centered care environment 2) Develop a clinical IPE learning experience centered on meeting the psychological and social needs of all participants including patients, learners, and faculty.
3) Use the theoretical framework (systems and relational theories) to assess current clinical IPE projects for patient and learner-centeredness.