Fort Wayne Area Interprofessional Consortium for Health Care Education: Interprofessional Education Seminar Series

Format Publication ID Version Published
9294 1 December 17, 2012
University of Saint Francis

Description

The Fort Wayne Area Interprofessional Consortium of Health Care Education developed a series of three team based educational activities to foster interprofessional education (IPE). The consortium includes faculty from University of Saint Francis (USF) Department of Physician Assistant Studies (PA), USF Department of Nursing (graduate nursing (MSN) and Family Nurse Practitioner (FNP)), Indiana University-Purdue University Fort Wayne (IPFW) graduate nursing (MSN, Adult Nurse Practitioner (ANP) and Women’s Health Nurse Practitioner (WHNP)) and undergraduate nursing, Indiana University School of Medicine- Fort Wayne (IUSM-FW), the Fort Wayne Medical Education Program (FWMEP Family Practice Residency Program) and the Manchester University College of Pharmacy Doctor of Pharmacy program (PharmD).

The general model for the IPE activities was a light dinner, a networking session, and a plenary session. Teams worked together in breakout sessions (preserving the membership of the teams for longitudinal experience). The whole group reconvened for sharing between groups, debriefing and announcement of the next session. Faculty provided the structure for the plenary sessions but involvement during team session was to keep teams on task, watch time, and answer questions that learners could not answer. Faculty facilitated the debreifings. Each seminar lasted 1.5 hours including the dinner. 
The Readiness for Interprofessional Learning survey (RIPLS) was distributed to learners at the beginning of the series. 
The resources provide the materials for each of the three sessions. 
Session 1: Introduction to Interprofessional Education and Health Care Provider Activity, introduced IPE by the consortium faculty. Students divided into teams up to 10 members. After introductions and learning about their field of study, each team worked on an activity which investigated a themed health care professions list to learn about providers and allied health professionals as well as alternative/complementary personnel that their patients may encounter. Students used electronic devices for online access to investigate their list. Teams appointing a member to present the most surprising profession or information from their team exercise at the debriefing. 
Session 2: BATHE (Background, Affect, Trouble, Handling, and Empathy) Model of Psychosocial Interviewing, included participants from the prior session and new attendees distributed into the teams. A clinical psychologist presented the model at the plenary session. Breakout sessions were conducted with cases used with permission (Ana Maldonado of Touro University California). Within the teams, each learner role-played one of the three roles: patient, provider, and observer/evaluator. Learners were provided with laminated cards that summarized BATHE. Learners within a triad provided feedback via formal evalation forms that covered patient rapport and success of employing the BATHE model. The group debriefing summarized the events and provided for questions with presenter. 
Session 3: Root Cause Analysis (RCA): Lewis Blackman Case introduced RCA and a case video was shown. Breakout sessions analyzed the case and documented on the fishbone diagram. Each team determined the single most important change to implement to avoid this outcome. Each team then appointed a representative to share the change and reasoning behind the team decision. 
Post RIPLS was administered to all at the end of the third session.

Citation

LaBarbera D, Kiersma M, Yoder M, Maldonado A, Poling D. Fort Wayne Area Interprofessional Consortium for Health Care Education: Interprofessional Education Seminar Series. MedEdPORTAL; 2012. Available from: www.mededportal.org/publication/9294

Educational Objectives

Upon completion of the series, the health care learner will be able to, as part of a team: 

  1. Define interprofessional education. 
  2. Describe the goals and associated elements of interprofessional education. 
  3. Determine which activities qualify for the definition of interprofessional education. 
  4. Explain why interprofessionalism is important for patient-centered care. 
  5. Express the motivation, intention and necessity for incorporation of interprofessional education. 
  6. Collaborate with other health professionals to explore health care and related professions. 
  7. Discuss interprofessionally, how health professionals and patients may utilize and understand the role of various providers and services.
  8. Apply the elements of the BATHE (Background, Affect, Trouble, Handling, and Empathy) communication model to a mock patient interview 
  9. Self-assess a mock interview and respectfully critique team members using an established rubric that includes: establishing rapport, displaying empathy, using verbal and non-verbal communication skills, encouraging patients to share concerns, and patient-centered interviewing including answering questions in an informative, respectful and nonjudgmental manner 
  10. Apply the elements of the Root Cause Analysis model retrospectively to a real patient scenario 
  11. Delineate the issues associated with a scenario using the fishbone diagram 
  12. Develop potential solutions by identifying factors associated with a scenario 
  13. Employ and improve personal communication skills to convey and accept professional knowledge as part of an interprofessional team 
  14. Demonstrate principles and values of team dynamics to successfully function in various team roles. 

Keywords

  • Interprofessional Education, Pharmacy Practice, Graduate Nursing (MeSH), Physician Assistant (MeSH), Family Practice Residents, Medical Students (MeSH), Health Related Professions, Communications Skills, Root Cause Analysis (MeSH), Lewis Blackman, BATHE model, Psychosocial Interviewing, Interprofessional Education Collaboration (IPEC)

Specialty

  • Medical
    • Family Medicine

Competencies Addressed

  • Medical
    • Interpersonal & Communication Skills
    • Practice-based Learning & Improvement
    • Systems-based Practice
  • Dental
    • Critical Thinking
    • Interpersonal & Communication Skills
    • Lifelong Learning
    • Professionalism

Academic Focus

  • Basic Sciences
    • Psychology/Behavioral Science

Professional Interest

  • Interprofessional

Intended Audience

  • Professional School
    • Allied Health Student
    • Medical Student
    • Nursing Student
    • Pharmacy Student
  • Professional School Post-Graduate Training
    • Resident

Instructional Methods

  • Assessment
    • Attitudes & Beliefs
    • Communication Skills
    • Confidence (Self-efficacy)
    • Empathy

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