Original Publication
Open Access

Improving Interdisciplinary Collaboration in First-year Health Professional Students through a Learner-Developed and Learner-Driven IPE Curriculum

Published: December 10, 2012 | 10.15766/mep_2374-8265.9284

Included in this publication:

  • ACOs.doc
  • Curriculum Objective & Evaluation Map.doc
  • Day 1 Student Folders.doc
  • Day 2 Case facilitator.doc
  • Day 2 Case student.doc
  • Day 2 Survey.pdf
  • Facilitator Training Session.ppt
  • Grading Sheet Longitudinal Project.doc
  • Healthy SF.doc
  • IPE Day 1 Script.doc
  • IPE Instructors Guide.docx
  • IPE Team Debrief.doc
  • Insurance Reform.doc
  • Longitudinal Project Guidelines.doc
  • Post Event Survey Day 2.doc
  • Post-Curriculum satisfaction survey.doc
  • Post-Event Survey Day 1.doc
  • PrePost Competency Survey.doc
  • Provider Shortages.doc
  • Sources for Hot topics.doc

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.


Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.

Abstract

This resource is an interprofessional health education curriculum for first-year dentistry, medicine, nursing, pharmacy, and physical therapy learners. The curriculum consists of three components: two organized half-day exercises (referred to as day 1 and day 2) and a yearlong longitudinal community-based project. For each of these components, first-year learners from each of the professional schools are divided into groups of seven to eight interprofessional students and remain in the same groups for the entire yearlong curriculum. Day 1 is a 3-hour event focused on a standardized patient monologue, a health policy discussion, and an overview of the roles and responsibilities of the health professions. Day 2 centers on a patient case discussion in small breakout rooms throughout the campus. The longitudinal project has the groups choose a project description from a provided list or create their own project with the approval of the curriculum coordinators. Analysis of pre- and postassessment surveys showed that learners moved closer toward achievement of the interprofessional competencies after this curriculum had been implemented.


Educational Objectives

By the end of this curriculum, learners will be able to:

  1. Describe the roles of dentistry, medicine, pharmacy, nursing, and physical therapy in providing patient-centered and population-oriented care.
  2. Engage in discussion with other health professional students on the role of the interprofessional team in the 2010 Affordable Care Act, with a focus on accountable care organizations, provider shortages, health insurance reform, the Healthy San Francisco program, and the patient-centered medical home model.
  3. Explain the role of interprofessional health education in health professional curricula as it relates to interprofessional practice in the health system workforce.
  4. Practice being receptive to and eliciting opinions from members of the interprofessional team in a patient-centered fashion.
  5. Work with other health professional students to create a comprehensive care plan for a patient.
  6. Communicate information, including their professional identity, unique skills, and opinions, in a manner that is patient centered, not discipline specific, and engages the interprofessional team.
  7. Describe how health professional school curricula complement and differ from each other in relation to how these professions can work together as an interdisciplinary team in practice.
  8. Integrate knowledge and experience of other health professions and collaborate with a team of health professional students on a project of their choosing.
  9. Communicate with, organize, and listen actively to a team of health professional students.

Author Information

  • Peter Colley, BS, BA: University of California - San Francisco, School of Pharmacy
  • Jennifer Cai: University of California - San Francisco, School of Dentistry
  • Asya Ofshteyn: University of California - San Francisco, School of Medicine
  • Maura Purcell, RN: University of California - San Francisco, School of Nursing
  • Tina Marie Penick Brock, BS, BA, MS, EdD: University of California - San Francisco, School of Pharmacy
  • Renee Courey, PhD: University of California - San Francisco, School of Medicine
  • Susan Hyde, DDS, MPH, PhD: University of California - San Francisco, School of Dentistry

Disclosures
None to report.

Funding/Support
None to report.



Citation

Colley P, Cai J, Ofshteyn A, et al. Improving interdisciplinary collaboration in first-year health professional students through a learner-developed and learner-driven IPE curriculum. MedEdPORTAL. 2012;8:9284. https://doi.org/10.15766/mep_2374-8265.9284