Promoting Interprofessional Teaming Using Visual Art in a Museum-based Setting
Tuesday, August 20, 2019, 9:45 am - 11:15 am
Theme: Optimizing the Interprofessional Clinical Learning Environment
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 address social, behavioral and structural barriers to health.
This project has three aims:
Aim 1: Promote effective teaming among a diverse group of health professions students who spend six months working collaboratively with individuals who have complex health and social needs.
Aim 2: Enhance students’ observation skills in preparation for providing community-based complex care.
Aim 3: Provide students with opportunities for self-reflection, focused on examining assumptions, values, and biases in preparation for working with complexity in systems and communities.
Interprofessional Education (IPE) provides us with opportunities to develop students’ population health orientation, while building critical connections between our broader economic, cultural, and physical environments. Evolving IPE beyond the focus of sick care prepares health professionals to collaboratively advance systems-level interventions, which improve the health of our patients and our communities. Integrating visual art-based teaming sessions into our interprofessional program will further enhance our ability to prepare students to engage with individuals in their homes and communities and to understand and address identified health needs, collaborate across sectors and develop skills in systems thinking and systems-based practice. We hypothesize that greater teamness will result from the addition of intentional teaming activities occurring in non-healthcare settings and consisting of novel activities that cultivate clinically applicable skills. Our current program evaluation tools (instruments measuring knowledge, skills, and attitudes and focus groups with students) have the potential to capture changes in teamness. However, this poster will also explore additional individual, team, and program evaluation strategies.