Original Publication
Open Access

Developing Comprehensive Care Plans for Older Adults Interprofessional Team Training Session: Teaching Interprofessional Health Profession Students the Importance of Working in Teams

Published: September 11, 2013 | 10.15766/mep_2374-8265.9527

Included in this publication:

  • Attitudes Towards Interprofessional Health Care Teams Evaluation.doc
  • Developing a Plan of Care form.doc
  • IPT Director Guide for Large Group Portion.docx
  • IPT General Evaluation form.doc
  • IPT Intro PowerPoint.pptx
  • Instructors Guide for IPT Activity.docx
  • Older Adult History Questionnaire.docx
  • Preceptor Guide for Small Groups.doc
  • Sample Interview Questions.docx
  • Sample Older Adult Patient Summary.docx
  • Sample Preceptor Recruitment Email.docx
  • Sample Reminder Email for Interviewers.docx
  • Sample Reminder Email for Preceptors.docx
  • Sample Reminder Email for Students.docx

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

The Developing Comprehensive Care Plans for Older Adults interprofessional team training (IPT) activity was created in 2009 by the University of Alabama at Birmingham’s Geriatric Education Center (UAB GEC), through funding from the Health Resources and Services Administration. The purpose of the IPT activity is to educate healthcare professions students regarding the basics of interprofessional team-based care and give them the opportunity to practice functioning as an interprofessional team to develop a plan of care for an older patient.

The UAB GEC has offered the IPT session eight times over the past four years, which has included 1,692 students from 9 health professions (dentistry, medicine, nursing, nutrition, occupational therapy, optometry, pharmacy, physical therapy, and social work) and two Universities (Pharmacy students come from Samford University. All others are from UAB). This training is mandatory for 7 of the 9 disciplines, including all second year medical students, and is the only interprofessional training received by the majority of health professions students involved.

The 2 ½ hour IPT activity includes an overview of interprofessional teams, followed by observation of an older adult interview by faculty from each discipline. Students divide into 21 to 23 small groups where faculty members facilitate development of a collaborative care plan, based on information learned through the interview. Retrospective-pre- and post- assessments are completed at the end of the small group session. The training is universally well received by the students. It is also viewed as a valuable training opportunity and resource by all faculty involved, as evidenced by the continued inclusion of the training in the various disciplines’ curricula, with requests for the accommodation of increased numbers of students.

The University of Alabama at Birmingham Geriatric Education Center has offered the Developing Comprehensive Care Plans for Older Adults interprofessional team training session eight times over the past four years, which has included 1,692 students from 9 health professions (dentistry, medicine, nursing, nutrition, occupational therapy, optometry, pharmacy, physical therapy, and social work) and two Universities (Pharmacy students come from Samford University. All others are from UAB). This training is mandatory for 7 of the 9 disciplines, including all second year medical students, and is the only interprofessional training received by the majority of health professions students involved.

Evaluation data (using our previous evaluation form) from 4 sessions (Fall 2010-Spring 2012) included 914 trainees from dentistry (N=51), medicine (N=324), nursing (N=79), nutrition (N=25), occupational therapy (N=72), optometry (N=58), pharmacy (N=135), physical therapy (N=72), and social work (N=98). Overall the IDT experience was highly rated as a valuable experience, relevant, and a recommended training (4.2, 4.3, 4.1 respectively on a 5-point scale) with the interview/observation and small group activities rated equally. As part of the evaluation, participants rated the impact of the interview and small group sessions on their awareness of the multiple perspectives to consider in designing a care plan and what their individual disciplines could contribute. Both the interview and small group sessions received positive ratings from all 9 disciplines, ranging by discipline from 3.6 to 4.9 on a 5-point scale. Ratings were consistently and significantly higher (p<.001) for trainees representing nursing, occupational therapy, pharmacy, and social work trainees and significantly lower (p<.001) for those from medicine.

Beginning in Fall 2012, The Attitudes Toward Health Care Teams Scale (ATHCTS) has been used to evaluate student attitudes toward team value (11 items), team efficiency (5 items), and physicians’ shared roles on teams (5 items) both before and after a 2 1/2 hour ITT training session. All measures of the ATHCTS were completed by 563 students (36% male, 85% ages 20-29, 79% Caucasian, 10% African American) during the Fall 2012 and Spring 2013 sessions. Subscale mean scores indicated improvement (pre-, post- means, respectively) in attitudes toward team value (53.3 vs. 56.9), team efficiency (21.0 vs. 22.3), and physicians’ shared role (16.5 vs. 16.79) although these were not statistically significant. The greatest degree of change was for value of care provided by healthcare teams with optometry showing the greatest change. All showed improved attitudes toward healthcare teams. Attitudes about the physicians’ shared roles were the least likely to show change. When considering only at medical students, subscale mean scores indicated improvement (pre-, post- means, respectively) in attitudes toward team value (50.4 vs. 53.5; p=.01), team efficiency (19.9 vs. 20.9; p=.01), and physicians’ shared role on team (13.5 vs. 13.7; p=0.6). Students’ scores on individual items suggested concerns about teams related to the time required for team care. Additionally, both before and after the IDT, students felt the physician should function as the team leader.

Educational Objectives

  1. The learning objectives for the program are for the participating students to be able to:
  2. To describe the importance of interprofessional teams in the care of older adults.
  3. To recognize and discuss the differing perspectives, values, and experiences of professionals in other disciplines.
  4. To communicate as a team member to develop a simple care plan for an older adult that addresses problems from a medical emotional, social, environmental, and economic perspective.
  5. To reflect on one’s own attitudes towards older adults, including caring for the chronically ill.

Author Information

  • Angela Rothrock: University of Alabama School of Medicine
  • Patricia Sawyer: University of Alabama at Birmingham
  • Channing Ford: University of Alabama at Birmingham
  • Christine Ritchie: University of California, San Francisco (UCSF)
  • Cynthia Brown: University of Alabama at Birmingham

Disclosures
None to report.

Funding/Support
This project is supported by in part by funds from the Bureau of Health Professions, Health Resources and Services Administration, Department of Health and Human Services, and in part by a cooperative agreement from the Josiah Macy Jr. Foundation and Association of American Medical Colleges.

Prior Presentations
Rothrock Curtis A, Ford CR, Hays C, Sawyer P, Bosworth P, Ritchie CS. Interdisciplinary Senior Mentors Program: Lessons Learned from a Pilot Project. Poster presented at: Gerontological Society of America 62nd Annual Conference; 2009; Atlanta, Georgia.

Rothrock AG, Ford CR, Sawyer P, Bosworth P, Ritchie CS. Interdisciplinary Careplans: Teaching Health Profession Students the Strengths of Working in Teams. Presented at: Gerontological Society of America 64th Annual Conference; 2011; Boston, Massachusetts.

Rothrock AG, Sawyer P, Ford CF, Ritchie CS. Interdisciplinary Careplans: Teaching Medical Students the Strengths of Working in Teams. Poster presented at: American Geriatrics Society Annual Scientific Meeting; 2012. 

Thompson P, Broeseker AE, Kendrach MG, Rothrock AG, Sawyer PL, Ford CR, Ritchie C. Interprofessional Education: An Experience of Students’ Learning the Value of Teamwork in Patient Care. Presented at: AACP Annual Meeting; 2012; Kissimmee, FL.

Rothrock AG, Sawyer P, Ford CF, Brown CJ, Ritchie CS. Interdisciplinary Team Training: Discipline Specific Perspectives of Trainees Learning to Work in Healthcare Teams. Poster presented at; Gerontological Society of America Annual Meeting; 2012; San Diego, CA.



Citation

Rothrock A, Sawyer P, Ford C, Ritchie C, Brown C. Developing comprehensive care plans for older adults interprofessional team training session: teaching interprofessional health profession students the importance of working in teams. MedEdPORTAL. 2013;9:9527. https://doi.org/10.15766/mep_2374-8265.9527