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Keyword: Interprofessional Education (86)	September 30, 2023

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A Large Scale Interprofessional Simulation Experience for Medical, Nursing, and Pharmacy Students

Published: March 2, 2015

Amy Zheng, MD,

Karen Macauley,

Jennifer Namba,

Susie Hutchins,

Kathleen Sweeney,

Peggy Wallace,

Karen Garman,

Linda Awdishu
Preview Abstract
Introduction: Interprofessional education (IPE) occurs when students of at least two or more professions learn about, from, and with each profession enhancing the delivery of patient care. The Framework for Action on Interprofessional Education and Collaborative Practice published by the World Health Organization calls for schools of health sciences to train students who are ready to enter the workforce as a member of an interprofessional (IP) team. This IP exercise engaged students in teams composed of three healthcare professions to provide care to a patient transitioning from the ambulatory to the acute care setting. Methods: The case of “Ace on the Eighth” involved a standardized patient (SP) with a common critical medical condition, for which an IP team of students had to: (1) triage in a timely manner, (2) identify the need for transition of care, and (3) effectively communicate during hand-off from an ambulatory to an acute care settings. Students were from two different schools, one private and one public. The level of learners included second-year medical students, third-year pharmacy students, and first− and second-year graduate prelicensure nursing students. Faculty facilitators from participating programs observed the student teams and lead debriefing sessions. The scenario from orientation to debriefing took approximately 4 hours. Results: In May 2013, we implemented the IPE experience for 285 students and 88 facilitators over 2 half-days. The following year, 293 students and 100 facilitators took part in the experience. Achievement of the learning objectives was evaluated through student and faculty surveys, and overall, 91% of students (N = 193; response rate 65.4%) felt that the IPE was a valuable learning experience. From the open-ended survey responses and our experience facilitating the school debriefing sessions, students clearly valued the opportunity to work in an IP team with a SP, observe the roles of each student, and to formulate a care plan together. Eighty-one percent of faculty (N = 79; response rate 81.4%) felt that the IPE was extremely useful or very useful for the assessment of the students' clinical reasoning and critical thinking. Discussion: The IPE experience resulted in substantial changes in the curriculum for the pharmacy and medical schools. After the first year, the medical students requested additional content knowledge on the handoff of critically ill patients. The medical faculty responded by providing additional education on SBAR within the curriculum. The pharmacy faculty added 10 hours of practical training in the preparation of sterile products and five SP simulations to the curriculum. In the second year, we developed a master's video to demonstrate how experienced clinicians would care for the same patient based on student feedback. Although this experience was done on a large scale, it can be adjusted for any number of students.
Aseptic Technique

Published: October 29, 2015

Monica Lypson, MD, MHPE,

Stacie Buckler, BSN,

Kelly Poszywak, MS
Preview Abstract
Introduction: To adequately address local infections, wounds must be properly incised and drained, a common procedure that learners perform when the site for location is uncomplicated. Learners must perform this procedure using aseptic technique. Aseptic technique refers to practices that are followed to prevent contamination by microorganisms. The use and proper donning of sterile gloves are key components to properly performing aseptic technique. In this exercise, we present a mock incision and drainage using a standardized patient (SP) to assess aseptic technique as well as communication with SPs and other health professions. Methods: This 20-minute case includes exposure to some of the Joint Commission's National Patient Safety Goals and to an SP with a mock abscess. The SP presents with an abscess on the arm that needs to be assessed and opened. Depending on the facilitator's decision, either the SP or an observer, a mock registered nurse, completes an aseptic technique checklist. The learner prepares the area and performs the procedure up to the actual incision. At that point, the learner is instructed to dress the wound as if drained and complete the task as outlined. Upon completion, each learner receives a copy of the checklist and supplemental materials on aseptic technique, hand washing, and skin preparation to reinforce concepts assigned. Results: A comparison of novices and experts produced the following findings. For reliability, the internal consistency of the checklist for each of the two raters was .87 and .71 (Cronbach's alpha); interrater reliability using the intraclass correlation coefficient was .74 (p < .001) for the global scale. For validity, operating room nurses outperformed students on the global scale (t = 7.47, p < .0001, and t = 10.66, p < .0001, for the two raters, respectively) and on several checklist items. The effect-size values for raters were large (Cohen's d = 3.0 and 4.4), providing validity evidence for the ability of this assessment to detect difference in performance of this task. Discussion: Programs may want to consider using a validated instrument to check competence given that appropriate use of aseptic technique frequently occurs in the context of unsupervised activities. More work is needed to enhance resident skills in the area of aseptic technique because of limited improvement despite additional clinical experience.
Coordinating Care Across Settings: Roles and Responsibilities in the Primary Care Clinic (IPE Training Module for Students)

Published: December 9, 2015

Jennifer Danielson, PharmD, MBA,

Megan Moore, PhD,

Shanna O'Connor, PharmD,

Elizabeth Kaplan, MD,

Karen Manookin, DDS,

Amy Kim, DDS,

Karen McDonough, MD
Preview Abstract
This interprofessional education (IPE) program is designed to orient prelicensure students in dentistry, medicine (physicians and physician assistants), pharmacy, nursing, social work, and dietetics to roles and responsibilities in providing coordinated care for a patient with hypertension who was referred to a primary care clinic from the dentist. Students are placed in teams representing all professions present, and faculty facilitators take turns leading the program and serving as small-group facilitators. Students work together to practice team huddles where they design a care plan that capitalizes on the expertise of each team member. This 2-hour program was developed as part of a series of case-based activities conducted at the University of Washington Health Sciences Center to offer IPE opportunities to students in the 2013-2014 academic year. This program focused on engaging students in a team approach to patient care that introduced roles and responsibilities of different health professionals and encouraged contributions from each profession represented. Students were introduced to the concept of the patient-centered medical home and had the opportunity to practice team huddles and SBAR (situation-background-assessment-recommendation; a technique to promote team communication). Learning objectives for the series were drawn from the Interprofessional Education Collaborative competencies. This program was the second of six different sessions where students were put into teams for a series of activities emphasizing roles and responsibilities, team communication, shared problem solving, and team error disclosure. At the conclusion of the session, students were asked to complete an evaluation of the program via an audience response system. Overall, student perceptions of the session were positive and indicated that most students felt that the learning objectives were achieved. Mean evaluation scores (scale: 1 = Very Poor, 2 = Poor, 3 = Fair, 4 = Good, 5 = Very Good, 6 = Excellent) ranged from 4.01 to 5.42. We considered this session to be successful as one of the first interprofessional case-based activities that this particular set of health professional schools planned and delivered together on our campus.
A Large-Scale Interprofessional Simulation Experience, Module 2: What Happens in Vegas Does Not Stay in Vegas

Published: January 21, 2016

Jennifer Namba, PharmD,

Karen Macauley, PhD, DNP, MSN,

Amy Zheng, MD,

Susie Hutchins, DNP, MSN,

Kathleen Sweeney, DNP,

Peggy Wallace, PhD,

Karen Garman, EdD,

Linda Awdishu, PharmD
Preview Abstract
Introduction: Interprofessional education (IPE) occurs when students of at least two or more professions learn about, from, and with each profession enhancing the delivery of patient care. The Framework for Action on Interprofessional Education and Collaborative Practice published by the World Health Organization calls for schools of health sciences to train students who are ready to enter the workforce as a member of an interprofessional (IP) team. This IP exercise engaged students in teams composed of three health care professions to provide care to a patient transitioning from the ambulatory to the acute care setting. Methods: The case of “What Happens in Vegas Does Not Stay in Vegas” involves a common critical medical condition with a common critical medical condition, for which an IP team of students had to: (1) triage in a timely manner, (2) identify the need for transition of care, and (3) effectively communicate during hand-off from an ambulatory to an acute care settings. The level of learners included second-year medical students, third-year pharmacy students, and first- and second-year graduate prelicensure nursing students. Faculty facilitators from participating programs observed the student teams and led debriefing sessions. The scenario from orientation to debriefing took approximately 4 hours. Results: In May 2013, we implemented the IPE experience for 285 students and 88 facilitators over 2 half-days. The following year, 293 students and 100 facilitators took part in the experience. In 2015, 294 students and 93 facilitators took part in this exercise. Achievement of the learning objectives was evaluated through student and faculty surveys, which showed overall positive responses (Response rate, 25%; N = 73). Students agreed or strongly agreed that the case: developed their clinical reasoning skills (88%) and their clinical decision-making abilities (77%); allowed them to demonstrate their clinical decision-reasoning skills (71%), reflect on clinical abilities (96%), apply team-based communication training (71%), recognize clinical strengths and weaknesses (88%), and reflect on and discuss performance (95%); and, enabled learning through feedback (81%). Overall, 92% of students felt that the IPE experience was valuable. Discussion: The IPE experience resulted in substantial changes in the curriculum for the pharmacy and medical schools. After the first year, the medical students requested additional content knowledge on handoff of critically ill patients. The medical faculty responded by providing additional education on SBAR within the curriculum. The pharmacy faculty added 10 hours of practical training in the preparation of sterile products and five SP simulations to the curriculum. Although this experience was done on a large scale, it can be adjusted for any number of students.
GeriWard Falls: An Interprofessional Team-Based Curriculum on Falls in the Hospitalized Older Adult

Published: June 3, 2016

Claire Larson, MD,

Bridget O'Brien, PhD,

Stephanie Rennke, MD
Preview Abstract
Introduction: Interprofessional (IP) collaboration is key in caring for older adults and a critical part of health professions education. Falls are a source of significant morbidity and mortality in older adults. GeriWard, an innovative curriculum, emphasizes IP collaboration during a clinical encounter with a hospitalized older adult. GeriWard Falls expands on the existing GeriWard curriculum, allowing medical, pharmacy, physical therapy, and nursing students to conduct a comprehensive falls risk evaluation at the bedside. Methods: The 2-hour exercise consists of participation in a team-based falls risk assessment at the bedside of a hospitalized older adult, development of a falls care plan and communication with the patient and primary inpatient physicians, and completion of clinical questions focused on systems-based interventions to reduce fall risk. Results: A total of 39 students participated in two sessions. Ninety-seven percent of students were likely to change their clinical activities as a result of the session. Faculty facilitators cited the students' ability to effectively collaborate, identify risk factors for falls, and propose systems-based interventions to reduce falls risk. Seventy-eight percent of primary inpatient physicians planned to implement at least one of the IP team recommendations; 89% agreed that the IP team recommendations were helpful. Discussion: The activity was engaging for students and helped them achieve competency with fall risk assessment. Communication of the students' assessment to the primary medical team not only was useful to the primary team but also helped students understand how systems can affect patient care.
“The Safety Dance”: A Faculty Development Workshop Partnering IPE and Patient Safety Initiatives Using Simulation-Based Education

Published: August 26, 2016

Ambrose Hon-Wai Wong, MD,

Halley Ruppel, RN,

Maureen Gang, MD,

Grace Ng, CNM
Preview Abstract
Introduction: Interprofessional collaboration (IPC) is important for improving patient outcomes and patient safety; however, interprofessional education (IPE) is required to develop skills necessary for successful IPC. IPE is resource intensive and requires advance planning and negotiation of logistical challenges. The goal of this faculty development workshop is to train administrators and educators from academic health care institutions to address potential challenges faced during design and implementation of IPE programs. Methods: This educational module presents best practices for implementing simulation-based IPE to enhance patient safety through an interactive workshop. We utilize hands-on practice with coaching through a facilitated small-group tabletop simulation followed by a large-group discussion driven by the case-based method to maximize learning and engage a diverse audience. The materials associated with the module include a workshop outline, a PowerPoint slide show, and a summary handout for the participants. To facilitate the tabletop simulation and the subsequent large-group discussion, we have included two versions of the small-group prompts, a worksheet for the participants to complete during the tabletop exercise, and a facilitator guide. Results: We have received positive feedback regarding the learning value of the module from faculty attendees at a regional simulation conference as well as the International Meeting on Simulation in Healthcare in January of 2016. Discussion: Implementing simulation-based IPE curricula to address patient safety initiatives comes with a unique set of challenges that require prior training and knowledge. We provide insight and evidence-based strategies in this module to help interested parties successfully implement their own programs.
Evaluating Interprofessional Team Performance: A Faculty Rater Tool

Published: August 26, 2016

Chrisptopher P. Forest, PA-C,

Désirée A. Lie, MD, MSED,

Sae Byul (Sarah) Ma, PharmD
Preview Abstract
Introduction: Reliable team assessment has become a priority because of growing emphasis on interprofessional education and team-based care. Objective rating scales are needed to evaluate interprofessional student teams and individuals and provide real-time feedback. Methods: In response to a need for behavioral rating scales, we modified the McMaster-Ottawa Scale from a 9-point to a 3-point scale and added descriptive behavioral anchors to define three levels of competency (i.e., below, at, and above expected). This modification is intended to provide consistent rating of individuals and teams in patient settings. We then developed a demonstration video using actors representing four professions to demonstrate the three levels of performance within the team. Our faculty rater tool, consisting of the modified scale and video, is designed to provide standardized ratings in interprofessional educational settings that involve patient care. Results: We conducted training sessions with 40 faculty members from seven professions (medicine, dentistry, occupational therapy, nursing, pharmacy, physician assistant, and psychology) over a 2-year period. Immediately after each training session, two trained faculty observers rated interprofessional student teams as they conducted history and assessments on standardized patients. Observer scores were compared with one another and with standard expert ratings of the same teams. Trained observer ratings were consistent across the pairs. The observer training can be conducted within 60–90 minutes with the tool. Discussion: Results of our implementation of the faculty rater tool confirm that the modified McMaster-Ottawa Scale is feasible to administer in clinical settings and that the demonstration video can be easily adopted for standardizing observer ratings.
Dyspnea in a Hospitalized Patient: Using Simulation to Introduce Interprofessional Collaborative Practice Concepts

Published: October 26, 2016

Sharon Wilson, RN, MSN,

Linda Vorvick, MD
Preview Abstract
Introduction: Improved team communication is essential in preventing errors in patient care. Based on TeamSTEPPS concepts, we developed this simulation case scenario to engage learners from various health care professions in interprofessional teamwork. The case was developed for graduating medical, physician assistant, and nursing students with clinical experience, as well as pharmacy students just beginning clinical rotations. Methods: Learners are evenly distributed into groups based on their professional training to provide an opportunity to function as a team. Faculty receive case materials prior to the day they will be volunteering and receive just-in-time training to refresh medical management knowledge and to prepare them for interprofessional facilitation, debriefing, and team skills. Faculty start by introducing interprofessional teamwork skills based on TeamSTEPPS concepts and providing an activity in which teams compete to create the longest paper chain. Next, faculty run a scenario featuring a standardized patient or high-fidelity manikin developing dyspnea in a simulated hospital setting. Learners can use skills from their profession-specific education as well as theoretical knowledge while demonstrating interprofessional communication skills during the simulation. Results: Overall, 1,475 students have been trained with this resource over the last 5 years. Evaluations completed by learners postsimulation have rated this resource favorably. This resource has equivalent outcomes to two other scenarios also in the workshop series, indicating that using this resource alone will meet the workshop objectives. Discussion: This simulation experience advances the work of interprofessional education in developing increased self-efficacy in learners to be able to implement team skills and work in an interprofessional team.
Addressing Interpersonal Violence as a Health Policy Question Using Interprofessional Community Educators

Published: December 9, 2016

Amy Clithero, MBA,

Danielle Albright, PhD,

Elena Bissell, MD,

Gabe Campos, JB, MBA,

Karen Armitage, MD,

Brian Solan, MD,

Cameron Crandall, MD
Preview Abstract
Introduction: The health effects of intimate partner violence (IPV) not only include physical injury, but can also manifest as posttraumatic stress disorder, anxiety, and others. US medical students report receiving inadequate training about IPV. This case-based tutorial for third-year medical students examines: (1) a clinical encounter with a patient experiencing several complex challenges including IPV and homelessness; (2) the implications of existing policy on the delivery of health care services; and (3) the impact of policies on patient choices. Methods: This case is completed during a family medicine clerkship. The 2-hour case review moves between small- and large-group sessions led by community interprofessional experts at a local family advocacy center. Optimal group size is three to four students and one or two experts per group. The large-group session should be led by a dynamic moderator who is familiar with the Socratic method of teaching to elicit a variety of responses to ad hoc challenge questions. Materials provided include student resources, student case, facilitator guide, moderator guide, and sample brochure of IPV documentation policies. Results: To date, over 200 students have participated in this session. During the most recent iteration the average response to the question, “As a result of the FAC experience, I feel more empowered to care for persons experiencing IPV,” was 4.1 out of 5 (5 = strongly agree). Discussion: Public health, health policy, and clinical topics can be effectively taught by an interprofessional team of community experts and lead to improved student understanding of the importance of health policy to both individual and population health outcomes.
Interprofessional LGBT Health Equity Education for Early Learners

Published: March 10, 2017

Katie F. Leslie, PhD,

Stacie Steinbock, MEd,

Ryan Simpson, MDA,

V. Faye Jones, MD, PhD, MSPH,

Susan Sawning, MSSW
Preview Abstract
Introduction: The eQuality project at the University of Louisville aims to train future physicians to deliver equitable quality care for all people by creating an integrated educational model utilizing the competencies identified in the AAMC's Implementing Curricular and Institutional Climate Changes to Improve Health Care for Individuals Who Are LGBT, Gender Nonconforming, or Born With DSD. This foundational interprofessional health equity session for early learners addresses knowledge and attitude milestones relating to interprofessional collaboration, professionalism, and systems-based practice competencies for lesbian, gay, bisexual, and transgender (LGBT) populations. Methods: First-year medical students were assigned to interprofessional teams of approximately 10 health sciences students each. Students participated in a 75-minute session utilizing a group case study activity, including a systems lecture exploring social determinants and community resources related to LGBT health. Students collaboratively discussed the case and recorded strategies for optimal patient care. The Readiness for Interprofessional Learning Scale and health disparities attitudes and knowledge scales were administered pre-/postsession. Results: One hundred fifty-eight first-year medical students participated in the session. Posttest scores reflected an improvement for all disparities knowledge items (p < .001), and an increased interest in working with other health professions students on future projects (p < .001). Changes in attitudes toward systemic and social factors affecting health were also observed. However, content analysis of worksheets revealed that only 36% of teams identified specific action steps for the case scenarios. Discussion: This session was effective in improving knowledge and attitudes related to LGBT health equity and interprofessional education.
The Interprofessional Clinical Experience: Introduction to Interprofessional Education Through Early Immersion in Health Care Teams

Published: March 30, 2017

Fatema Haque,

Michelle Daniel, MD,

Michael Clay, MD,

Jennifer Vredeveld, MD,

Sally Santen, MD, PhD,

Joseph B. House, MD
Preview Abstract
Introduction: The ability to collaborate as a member of interprofessional teams is essential for patient care and a core competency for students in health professions education. We developed a yearlong course, the Interprofessional Clinical Experience (ICE), to introduce first-year medical students to team-based aspects of the health care environment and provide them with a foundation upon which later experiences can grow. Methods: The course uses experiential learning and critical reflection through reflective writing to orient students to working with care teams. Students receive assessments from faculty and various health care professionals. The course requires students to describe the roles and responsibilities of a variety of health care professionals, utilize effective communication with other health professionals on health care teams, demonstrate the ability to work on an interprofessional team, and examine their own and others’ perspectives by engaging in self-directed learning and reflective practice. Results: Annual course evaluations revealed that the majority of students agreed or strongly agreed that ICE contributed to their understanding of the health care team's roles and improved their ability to communicate with health care professionals, their understanding of health care systems, and their ability to work on an interprofessional team. The course also provides curricular content for the newly implemented Liaison Committee for Medical Education's accreditation requirement on interprofessional collaborative skills. Discussion: The first implementation of this resource demonstrated that students met the educational objectives of the ICE and gained a better sense of the health care system and teams.
Substance Use Disorder Training Workshop for Future Interprofessional Health Care Providers

Published: May 5, 2017

Kristina Monteiro, PhD,

Luba Dumenco, MD,

Sally Collins,

Jeffrey Bratberg, PharmD,

Celia MacDonnell, PharmD,

Anita Jacobson, PharmD,

Richard Dollase, EdD,

Paul George, MD
Preview Abstract
Introduction: Rates of substance use disorders, including opioid misuse, continue to rise despite national initiatives. Because of this, health professional schools from Rhode Island joined together to design and implement a single-day interprofessional education workshop on substance use disorder training. Methods: This workshop consists of four sessions. The first is a patient panel featuring both patients recovering from substance use disorders and their health care providers. Next is a naloxone administration training session. This is followed by a standardized patient session featuring an individual who requires nonopioid options for chronic pain treatment and in which health professional students work together to take a history, perform a physical examination, and develop a treatment plan. Finally, the last session is a complex paper-based case study focusing on a homeless individual with diverse medical problems requiring multifaceted care. Results: A total of 540 students from a variety of health care professions participated in the workshop. Students were asked to evaluate each component of the workshop, as well as the workshop overall, on a 6-point Likert scale (1 = poor, 6 = outstanding). Students rated the overall workshop at 76% (4.54 out of 6), and the sessions received ratings ranging from 67% (4.01 out of 6 for the case study) to 83% (4.96 out of 6 for the patient/provider panel). Discussion: This curriculum can be adapted and implemented at other medical schools to provide opportunities for future health care professionals to learn how to work effectively in interprofessional teams to manage substance use disorders.
Patient Safety Interprofessional Training for Medical, Nursing, and Pharmacy Students

Published: June 15, 2017

Anne C. Gill, DrPH,

Jennifer B. Cowart, MD,

Catherine L. Hatfield, PharmD,

Rita A. Dello Stritto, PhD,

Peggy Landrum, PhD,

Nadia Ismail, MD,

Elizabeth A. Nelson, MD,

Cayla R. Teal, PhD
Preview Abstract
Introduction: Patient safety education is required in medical, nursing, and pharmacy training, and interprofessional education offers an ideal format for teaching the core concepts of patient safety. This training activity was developed to fulfill interprofessional education core competencies for communication and teamwork and was nested within a required patient safety course taught at a medical school. However, the activity can easily be adapted as a stand-alone offering that can be included in a preclinical doctoring course, offered as an elective, or hosted at a college of nursing or pharmacy. Our goal was to prepare learners for the clinical environment by providing a context for patient safety, communication, and teamwork. Methods: Students participate in a 1.5-hour large-group activity that explores a case from the perspectives of each discipline. Faculty from all three disciplines sequentially present and debrief the case using focused questions to guide students' reflections and interactions between team members. Results: We have presented this activity for 4 consecutive years. Students complete a questionnaire with retrospective pre-post ratings of their perspectives on the activity and its impact on their awareness of disciplinary roles and responsibilities, communication errors, and strategies for addressing interdisciplinary conflicts. Results show statistically significant increases in the items of interest. Discussion: This interprofessional education offering is effective in terms of increasing awareness and knowledge among members of three health care disciplines, improving awareness of potential kinds of communication errors, and helping students consider the role of interdisciplinary interactions.
Understanding Partnerships With Patients/Clients in a Team Context Through Verbatim Theater

Published: September 18, 2017

Sylvia Langlois,

Jessica Teicher,

Amy Derochie,

Vibhuti Jethava,

Scott Molley,

Shara Nauth
Preview Abstract
Introduction: Patient partnership has come to the forefront in health care practice and education, influencing professional programs and interprofessional education curricula. While students conceptually understand the idea of partnering with the patient, the practice of doing so is more challenging. Innovative ways to teach this health care approach may be effective in enabling students to apply their learning and promote enhanced patient partnerships. This resource provides an arts-based approach for exploring notions of partnerships with patients in a team context with interprofessional collaboration. Method: This 2-hour resource features a verbatim reader's theater script and accompanying discussion questions for a small-group reading and debrief activity. The voice of individuals with lived experience is elevated to enhance student learning and connection to the topic. Quotations were taken from interviews with individuals who had experience with the health care system and from health care providers. Results: The script and accompanying small-group discussion questions have been used in the interprofessional education curriculum with approximately 1,100 health profession students. Student response has been positive, indicating a new appreciation for thinking about partnering with patients. Discussion: Although the script has been used in the context of interprofessional education, it has the potential to be used as part of uniprofessional teaching and in practice environments, since understanding the nature of partnerships between practitioners and patients transcends all settings.
Unintentional Weight Loss in Older Adults: A Geriatric Interprofessional Simulation Case Series for Health Care Providers

Published: September 20, 2017

Rebekah Mulligan, MD,

Melissa Gilmer-Scott, MD,

Dana Kouchel, DNP, RN,

Davia Nickelson, DDS,

Atousa Safavi, DDS, MSCR,

Margaret Drickamer, MD,

Ellen Roberts, PhD, MPH
Preview Abstract
Introduction: Interprofessional teams can provide better care and management of complex geriatric patients. Unintentional weight loss in older patients can lead to significant morbidity and mortality and functional decline. This simulation curriculum focuses on teaching learners from all health care professions how to use the Carolina Geriatrics Workforce Enhancement Program unintentional weight loss tool and flowchart (T&F) to identify, diagnose, and create a plan of care for weight loss in geriatric patients. Methods: A presentation on use of the T&F and two standardized patient cases utilizing the T&F in an interprofessional team are included. Case 1 presents a 71-year-old male with dementia who has lost 20 pounds, with weight loss secondary to cognitive impairment, denture problems, oral candidiasis, and polypharmacy. Case 2 presents a 67-year-old female with a history of depression and breast cancer who has lost 15 pounds, likely related to alcohol dependence, social isolation, oral cancer, and food insecurity. Pre- and posttests measure knowledge gained through the course. Results: Overall knowledge of unintentional weight loss improved in the 14 learners who participated in two pilot sessions. Test scores improved an average of 1.2 points from pre- to posttest. Participants felt that interprofessional teams increased the quality of care provided to patients and job satisfaction. Discussion: This tool can be utilized by practitioners from multiple disciplines. By completing the curriculum, learners gain knowledge of how to identify geriatric patients with significant weight loss, determine next steps in diagnosis and workup, and work in an interprofessional group.
Quality Improvement Virtual Practicum: The QI Simulator

Published: January 19, 2018

Christopher Worsham, MD,

Lakshman Swamy, MD,

Amir Gilad,

Jodi Abbott, MD
Preview Abstract
Introduction: In recent years, undergraduate and graduate medical education has been rightfully emphasizing education in quality improvement and patient safety (QIPS). However, the best methods for teaching the foundational principles of QIPS and associated skills are unknown. Methods: In collaboration with the Institute for Healthcare Improvement Open School, we developed an approachable simulation for teams of health care trainees at any level and any discipline. The simulation is based on the investigation of a case regarding a psychiatric patient admitted to a fictional hospital for medical treatment who has eloped. In teams, participants investigate the incident by collecting data and using basic QI principles to brainstorm and design interventions. Participants are guided through this paper-based simulation by QI facilitators who have working knowledge of basic QI principles and techniques. Results: The simulation has been successfully used with hundreds of medical students and other health professional trainees. While working in teams, participants gained exposure to patient-safety incident reporting and investigation, process mapping, plan-do-study-act cycles, run charts, intervention design, and interactions with hospital administrators. Surveyed participants reported that they had learned QI principles, gained confidence in their ability to do QI work, and increased their likelihood of leading a QI initiative in the future. Discussion: Simulation has become a standard way to teach many clinical topics in undergraduate and graduate medical education, and QIPS should be no exception. This simulation has been shown to be effective in increasing understanding of and interest in QIPS.
An Interprofessional Curriculum to Advance Relational Coordination and Professionalism in Early-Career Practitioners

Published: March 22, 2018

Katherine B. Valenziano, DMH,

Susan A. Glod, MD,

Sharon Jia,

Andrew Belser,

Brent Brazell,

Cheryl Dellasega, PhD,

Linda Duncan,

Michelle Farnan, MSN,

Paul Haidet, MD,

Jan Phillips, DNP,

Daniel Wolpaw, MD,

Peter W. Dillon, MD
Preview Abstract
Introduction: We created a curriculum to help new physicians and nurses develop skills in interprofessional collaboration. This modular, team-based curriculum for early practitioners delivered training in the five following skill areas: listening for meaning, soliciting another's perspective, negotiating a transparent plan of care, attending to nonverbal communication and microaggression, and speaking up the hierarchy. Methods: We brought first-year medical and surgical residents and new nurses together for a 2-hour session monthly for 5 months. Each session began with an interactive large-group presentation, followed by small-group activities covering one of the five skill areas above, which had been identified as critical to interprofessional collaboration by national organizations. We measured relational coordination (RC), a validated measure of how well teams work together, before and after the curriculum was administered. We also obtained qualitative data from participant interviews and end-of-session evaluations. Results: Participants reported that the program helped them gain an understanding of each other's roles and workflow challenges. They felt that the curriculum allowed for the cultivation of professional relationships outside the clinical environment, which improved collegiality via gains in rapport and empathy towards each other. Nurses noted increased approachability of their physician colleagues after participation. RC scores improved for the entire cohort (p = .0232). Nurses had statistically higher RC gains than interns did (p = .0055). Discussion: Curriculum participants demonstrated improved RC scores and reported increased rapport with and empathy for each other. Curriculum development in this area is important because it may lead to better team-based patient care.
Stroke Simulation Activity: A Standardized Patient Case for Interprofessional Student Learning

Published: March 29, 2018

Kelly Karpa, RPh, PhD,

Casey Pinto, NP, PhD,

Anthony Possanza, PharmD,

Jason Dos Santos, PA-C,

Melissa Snyder, DEd, FNP-BC, CNE,

Angela Salvadia, EdD, OTR/L,

Daniel Panchik, DSc, OTR/L,

Robin Myers, DPT,

Michael Fink, DSc,

Andrew Dunlap, PhD, LCSW
Preview Abstract
Introduction: Integration of interprofessional education (IPE) activities into health professions curricula aims to promote collaborative practice with a goal of improving patient care. Methods: Through intercollegiate collaborations involving four different educational organizations and an academic health center, an interprofessional stroke simulation involving standardized patients was developed and instituted for IPE-naive student learners from medicine, nursing, physician assistant, occupational therapy, and physical therapy programs with additional involvement from pharmacy and social work learners. Herein, we describe the design of the IPE simulation and examine its impact on students' interprofessional development as assessed by students' completion of a validated IPE competency self-assessment tool and written reflective comments after the simulation. Results: Self-assessed interprofessional interaction and values domains were evaluated before and after the activity using the shortened 16-question Interprofessional Education Collaborative Competency Self-Assessment tool; data revealed significant changes in both the values and interaction domains of the tool from pre- to postsimulation experience (p < .0001). The qualitative student reflections revealed new student realizations around the concepts of collaboration, leadership, roles of different professions, and the importance of communication after participating in the simulation. Discussion: Quantitative data coupled with qualitative reflections from learners support the effectiveness of this activity for facilitating development of interprofessional competencies among health professions students.
The Power of a Team: Using Unfolding Video Cases in Interprofessional Education for Advanced Health Trainees

Published: April 20, 2018

Mayumi Willgerodt, PhD, MPH, RN,

Jennifer Sonney, PhD,

Debra Liner,

Laurel Barchet, RN
Preview Abstract
Introduction: Few interprofessional (IP) learning opportunities are designed specifically for advanced health learners who are early in their training yet have already had some clinical experience. This group of learners requires activities that are didactic based but extend beyond the introductory IP curricula typically geared towards prelicensure students. This highly interactive curriculum aims to fill that gap in the literature. Methods: An interprofessional case-writing team created two unfolding video cases—a mother-infant dyad seeking care and an elderly non-English-speaking man experiencing disjointed care—for a large IP event with doctors of nursing practice (DNPs), pharmacy practice, and dental science, masters in social work, and physician assistant (PA) trainees, individualized to learner interest. The team also developed a highly detailed faculty guide, including specific talking points, to assist IP teams of faculty facilitators. Learners were evaluated using a Likert-scale postsession survey and open-ended questions. Qualitative data were analyzed for themes related to the objectives. Results: Survey results indicated that learning objectives were met and students were highly satisfied with the overall curriculum. Mean scores for organization, utility, and facilitation effectiveness were all above 4.6 (range: 1–5), with the DNP, pharmacy, and PA students indicating higher levels of satisfaction compared to the other professions. Faculty feedback was very positive, particularly with respect to the faculty guide. Discussion: Challenges were concentrated around implementation of the curriculum rather than the curriculum itself. This curriculum can be used with a variety of learners with minimal adaptation of discussion questions.
Elizabeth: Typical or Troubled Teen? A Training Case for Health Professionals to Recognize and Report Child Maltreatment

Published: April 27, 2018

Jennifer Sonney, PhD,

Mayumi Willgerodt, PhD, MPH, RN,

Taryn Lindhorst, PhD,

Doug Brock, PhD
Preview Abstract
Introduction: Training on the recognition and reporting of child maltreatment is a critical component of any health professional education program. Unfortunately, it is nationally recognized that health care professional training on recognition and reporting suspected child maltreatment is insufficient. Similarly, recent attention has been given to the need for interprofessional learning opportunities targeting to advanced health profession trainees such as doctor of nursing practice, masters in social work, physician assistant, and family medicine residents. Methods: An interprofessional case-writing faculty team convened to develop this case and the affiliated materials, including video vignettes, faculty training, comprehensive faculty guide, evaluations, and trainee resources. Trainees were divided into interprofessional teams and advised to develop a prioritized plan of care for a complex patient case, though it was not revealed that the case involved child maltreatment. An initial video vignette showed an adolescent female and her mother during a provider visit to establish care. Teams developed a prioritized plan of care following the vignette. Additional case details unfold during the second vignette, and teams revised their initial plan based on this new information. Interprofessional faculty facilitators guided discussions using prompts from the faculty guide. Results: Postsession surveys revealed that the learning objectives were met, and that both facilitators (N = 20) and trainees (N = 69) were very satisfied with the overall curriculum. Challenges centered around focusing on care priorities rather than provider critique. Discussion: This curriculum is relevant for a variety of trainees and is an important complement to the curricula of many professions.

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A Large Scale Interprofessional Simulation Experience for Medical, Nursing, and Pharmacy Students

Aseptic Technique

Coordinating Care Across Settings: Roles and Responsibilities in the Primary Care Clinic (IPE Training Module for Students)

A Large-Scale Interprofessional Simulation Experience, Module 2: What Happens in Vegas Does Not Stay in Vegas

GeriWard Falls: An Interprofessional Team-Based Curriculum on Falls in the Hospitalized Older Adult

“The Safety Dance”: A Faculty Development Workshop Partnering IPE and Patient Safety Initiatives Using Simulation-Based Education

Evaluating Interprofessional Team Performance: A Faculty Rater Tool

Dyspnea in a Hospitalized Patient: Using Simulation to Introduce Interprofessional Collaborative Practice Concepts

Addressing Interpersonal Violence as a Health Policy Question Using Interprofessional Community Educators

Interprofessional LGBT Health Equity Education for Early Learners

The Interprofessional Clinical Experience: Introduction to Interprofessional Education Through Early Immersion in Health Care Teams

Substance Use Disorder Training Workshop for Future Interprofessional Health Care Providers

Patient Safety Interprofessional Training for Medical, Nursing, and Pharmacy Students

Understanding Partnerships With Patients/Clients in a Team Context Through Verbatim Theater

Unintentional Weight Loss in Older Adults: A Geriatric Interprofessional Simulation Case Series for Health Care Providers

Quality Improvement Virtual Practicum: The QI Simulator

An Interprofessional Curriculum to Advance Relational Coordination and Professionalism in Early-Career Practitioners

Stroke Simulation Activity: A Standardized Patient Case for Interprofessional Student Learning

The Power of a Team: Using Unfolding Video Cases in Interprofessional Education for Advanced Health Trainees

Elizabeth: Typical or Troubled Teen? A Training Case for Health Professionals to Recognize and Report Child Maltreatment

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A Large Scale Interprofessional Simulation Experience for Medical, Nursing, and Pharmacy Students

Aseptic Technique

Coordinating Care Across Settings: Roles and Responsibilities in the Primary Care Clinic (IPE Training Module for Students)

A Large-Scale Interprofessional Simulation Experience, Module 2: What Happens in Vegas Does Not Stay in Vegas

GeriWard Falls: An Interprofessional Team-Based Curriculum on Falls in the Hospitalized Older Adult

“The Safety Dance”: A Faculty Development Workshop Partnering IPE and Patient Safety Initiatives Using Simulation-Based Education

Evaluating Interprofessional Team Performance: A Faculty Rater Tool

Dyspnea in a Hospitalized Patient: Using Simulation to Introduce Interprofessional Collaborative Practice Concepts

Addressing Interpersonal Violence as a Health Policy Question Using Interprofessional Community Educators

Interprofessional LGBT Health Equity Education for Early Learners

The Interprofessional Clinical Experience: Introduction to Interprofessional Education Through Early Immersion in Health Care Teams

Substance Use Disorder Training Workshop for Future Interprofessional Health Care Providers

Patient Safety Interprofessional Training for Medical, Nursing, and Pharmacy Students

Understanding Partnerships With Patients/Clients in a Team Context Through Verbatim Theater

Unintentional Weight Loss in Older Adults: A Geriatric Interprofessional Simulation Case Series for Health Care Providers

Quality Improvement Virtual Practicum: The QI Simulator

An Interprofessional Curriculum to Advance Relational Coordination and Professionalism in Early-Career Practitioners

Stroke Simulation Activity: A Standardized Patient Case for Interprofessional Student Learning

The Power of a Team: Using Unfolding Video Cases in Interprofessional Education for Advanced Health Trainees

Elizabeth: Typical or Troubled Teen? A Training Case for Health Professionals to Recognize and Report Child Maltreatment

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