Making an I.M.P.A.C.T.- An Interprofessional Model of Patient Care Training
Tuesday, August 20, 2019, 9:45 am - 11:15 am
Theme: Aligning Education and Practice for Workforce Transformation and Health System Change
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 disciplines, with coordination and support from Scenic Rivers AHEC, work together for the better part of the academic year to develop and deliver this program.
This program was designed to improve the understanding of: discipline specific roles and responsibilities, collaborative opportunities between disciplines, patient centered care, and social determinants of health impact on patients’ needs and provider responses to those needs. In addition, this program provides a valuable opportunity for faculty to engage across institutions and disciplines, enhance their facilitation and debriefing skills, and deliver a learning activity for their students while meeting program accreditation requirements.
Descriptive statistical analyses were conducted on three years of pre and post assessment data. A combination of SPICE-R and IPECC-SET tools were analyzed. In year four, the Modified MacMaster-Ottawa Tool, was added. All disciplines had change (increase) from pre and posttests within the areas measured, including ethics, interprofessional communication, teams and teamwork, roles and responsibilities.
Faculty see marked improvement in teams as they progress through the experience. Students consistently report improved understanding about various professions. Logistical components including space availability, scheduling, multiple disciplines and two institution’s academic calendar conflicts, along with nearly 150 students, are challenging. Replication or delivery of similar activities provide rich experiential learning opportunities outside of the classroom. It also gives students the opportunity to model care in a safe and supportive environment that does not impact patient safety.