Original Publication
Open Access

Faculty Development Interprofessional Education Curriculum (IPEC): Case-Based Learning of IPE via a Complicated Newborn Resuscitation: Baby Boy Blue

Published: April 20, 2014 | 10.15766/mep_2374-8265.9781

Included in this publication:

  • BBB Faculty Resource Guide.pdf
  • BBB Instructor Option 1 Video Guide AppxA.pdf
  • BBB Instructor Option 2 Simulation Case Guide AppxB.pdf
  • BBB Learner Stimulus AppxC.pdf
  • BBB Sample Eval Tool AppxF.pdf
  • BBB Videos Combined.mp4
  • BBB Contributors List.pdf

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

Introduction: Interprofessional education (IPE) knowledge and skills are vitally important to develop among academic faculty. This resource serves as an integral instructional tool for faculty development to familiarize educators with the goals of interprofessional education collaboration (IPEC). This resource was designed as a faculty development instructional tool; however it is also relevant for numerous healthcare professionals or students such as: nurses, physicians, social workers, pharmacists, pre-hospital providers, nurse practitioners, and physician assistants. Methods: Although the case can be utilized in many ways, two options are delineated in the resource: A video discussion of good and poor IPE examples is provided as Option 1. Option 2 is a simulation case and participants participate in the resuscitation of Baby Boy Blue. Watching the video examples after participating in the simulation case may be helpful. The case has been successfully designed to integrate IPEC guiding principles: values and ethics for interprofessional practice, roles and responsibilities, interprofessional communication, and teams and teamwork. This complex case of two critically ill patients and the family unit was designed to be medically complex and ethically and emotionally provocative. Results: The resource has been very effective to highlight the challenges in communication and teamwork skills during high-stress situations. To date more than 40 faculty and approximately 100 graduate and undergraduate nursing and physician participants have participated in our interdisciplinary educational instruction courses. Participants have suggested that the application of IPE principles via a clinically challenging case has given them a greater appreciation of how IPE principles lead to improved patient care. Discussion: The application of shared values, teamwork, communication, and an understanding of roles and responsibilities is an integral part of improved outcomes in our library of scenarios. All cases in the library emphasize linkage of the IPE educational experience to authentic clinical practice and teaching to establish a clear integration of how IPE can improve social and clinical outcomes.


Educational Objectives

By the end of this interactive scenario, the faculty educator should be able to:

  1. Integrate teamwork principles into daily teaching practices to foster a climate of patient/ population care that is safe, timely, effective, and equitable.
  2. Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient-/population-centered care that is safe, timely, efficient, effective, and equitable.
  3. Support learner understanding and respect of individual providers’ roles and those of other professions to collaboratively address the healthcare needs of patients.
  4. Apply Interprofessional communication techniques in daily practice to support a team approach to patient care.
  5. Apply closed-loop communication techniques in all professional interactions.
  6. Create a climate where providers apply shared mental models.
  7. Demonstrate a climate of mutual respect and shared values to promote acceptance and understanding of others’ values to allow for optimal patient care and support.

Author Information

  • Sharon Griswold, MD, MPH: Drexel University College of Medicine
  • Kimberley Montgomery: Drexel University
  • Catherine Morse: Drexel University
  • John Erbayri: Drexel University College of Medicine
  • Dana Farabaugh: Drexel University College of Medicine
  • Nina Multak: Drexel University
  • Linda Wilson: Drexel University
  • Aleksandra Sarcevic: Drexel University

Disclosures
None to report.

Funding/Support
None to report.



Citation

Griswold S, Montgomery K, Morse C, et al. Faculty development interprofessional education curriculum (IPEC): case-based learning of IPE via a complicated newborn resuscitation: Baby Boy Blue. MedEdPORTAL. 2014;10:9781. https://doi.org/10.15766/mep_2374-8265.9781