iPads, iBooks, Apps! What\u27s all the iFuss about?

The iVolution is here. It is iThis and iThat every way you turn. Is this just another iFad, or is it truly revolutionizing education? In a recent survey conducted by EDUCAUSE Center for Analysis and Research on undergraduates and technology, 31% of students reported owning tablet technology a 15% increase from the previous year and 76% of students reported owning smart phones. This finding was a 14% increase from the previous year. Students also reported using smart devices in class to access material, participate in activities, look up information and photograph material as learning strategies. Thomas Jefferson University is riding the iWave and taking strides to better integrate technology at all levels of medical training; leading the forefront of the iVolution, syllabi, course materials, and textbooks are now delivered in some of our courses via iPads. In the past few years, the Jefferson Health Mentors Program has embraced the use of new technologies, including Wikis, online discussion boards, Google docs, and Skype platforms to facilitate asynchronous IPE interactions. These platforms have helped to promote IPE by easing scheduling logistics and by allowing students to collaborate electronically on team-based assignments. Over the past summer, JCIPE, the Jefferson Health Mentors Program (JHMP), faculty from Jefferson Medical College and the School of Health Professions, Academic & Instructional Support & Resources (AISR) and Jeff Information Technology (IT) assembled a working group and developed yet another innovative tool to better integrate technology into our IPE efforts – the product was a new iBook, entitled “Assessing Patient Safety.

A Qualitative Analysis of Student Understanding of Team Function Through the use of the Jefferson Teamwork Observation Guide (JTOG)

Background: Several early IOM reports identified the need to educate medical and health professions students in delivering patient-centered care as members of interprofessional teams (IOM, 2001; IOM, 2003). Evidence shows that conducting interprofessional education during education and training prepares student learners for collaborative practice when they enter the workplace, which in turn helps to achieve the Triple Aim of 1) enhancing the patient experience; 2) improving the health of populations; and 3) decreasing costs (WHO, 2010; Berwick, et al., 2008). One way to prepare students for collaborative practice is to have them observe real teams in action. Thus, the Jefferson Teamwork Observation Guide (JTOG) was created to serve as an educational tool in aiding students to better recognize the characteristics of effective teams. It has since been used to assess teams in the majority of clinical observation, simulation and collaborative practice activities offered by Jefferson Center for Interprofessional Education (JCIPE). The JTOG is a two-part assessment comprised of identifiable characteristics of well-functioning teams drawn from the literature about teamwork. The first part consists of Likert Scale questions (strongly disagree to strongly agree) regarding the behavior of the interprofessional team observed in the domains of Values/Ethics in Interprofessional Practice, Roles/Responsibilities, Interprofessional Communication, Teams and Teamwork, and Leadership (IPEC, 2011; IPEC 2016). The second part includes qualitative questions relating to team-based care, patient-centered care, and teamwork

Kinetics of coupled Fe(II)-catalysed ferrihydrite transformation and U(VI) reduction

Antimony is released into the environment in some natural and man-induced processes. [1]. Yet, its impact on the transformation processes of heavy metal-adsorbing minerals remains poorly understood. In acid-mine drainage systems and shooting ranges, the adsorption of antimony by iron oxides such as ferrihydrite can play a major role. The poorly crystalline 2-line ferrihydrite represents one of the most common Fe oxides in these settings and can transform to goethite (,-FeOOH) or hematite (,-Fe2O3) with time [2]. The rate of transformation depends on the pH, temperature, and on the ions and molecules present during the transformation process [3]. This study focuses on the transformation of synthetic ferrihydrite to crystalline iron oxides in the presence of Sb(V). Transformations were carried out for 1-16 days at 70 ºC and at pH 4, 7 and 12, with different concentrations of Sb(V) (0.00, 0.23, 0.75, 2.25 and 6.00 mM Sb). Samples taken from aqueous suspensions were washed, dried, and characterized by X-ray diffraction (XRD) and atomic absorption spectroscopy (AAS). At pH 12, goethite (Sb concentrations up to 3.7 mg Sb/g) is favored and the transformation is completed after one day. Only a concentration of 6 mM Sb retarded the transformation, where even after 8 days only 50 % of the ferrihydrite was transformed into goethite. Transformations at pH 7 led to a mixture of 75 % hematite and 25 % goethite (4.3 mg Sb/g). However, at concentrations of 6 mM Sb, feroxyhyte (!- FeOOH) (9.1 mg Sb/g) was favored instead. At pH 4, hematite (32.3 mg Sb/g) was favored except for concentrations of 6 mM Sb, were again feroxyhyte (141.1 mg Sb/g) occurred. We assume that increased Sb concentrations favor feroxyhyte and indicate the incorporation of Sb into the structure of feroxyhyte. © The Author

Implementation, evaluation, and recommendations for extension of AHRQ Common Formats to capture patient- and carepartner-generated safety data

Abstract Objectives The Common Formats, published by the Agency for Healthcare Research and Quality, represent a standard for safety event reporting used by Patient Safety Organizations (PSOs). We evaluated its ability to capture patient-reported safety events. Materials and methods We formally evaluated gaps between the Common Formats and a safety concern reporting system for use by patients and their carepartners (ie friends/families) at Brigham and Women’s Hospital. Results Overall, we found large gaps between Common Formats (versions 1.2, 2.0) and our patient/carepartner reporting system, with only 22–30% of the data elements matching. Discussion We recommend extensions to the Common Formats, including concepts that capture greater detail about the submitter and safety categories relevant to unsafe conditions and near misses that patients and carepartners routinely observe. Conclusion Extensions to the Common Formats could enable more complete safety data sets and greater understanding of safety from key stakeholder perspectives, especially patients, and carepartners. </jats:sec

Ferric iron geometry and coordination during hydrolysis and ferrihydrite precipitation

Definitive structural characterisation of ferrihydrite has challenged scientists primarily due to its nanosized particles and inherent long-range structural disorder which challenges analytical methodology (and modelling) typically employed to determine the structure of minerals. Here we report on the application of a synchrotron quick-scanning X-ray absorption spectroscopy (XAS) approach, which allows the collection of Extended X-ray Absorption Fine Structure (EXAFS) spectral data to k = 15 Å-1 in < 1 minute, to obtain unparalleled iron Kedge data on the hydrolysis of FeIII(H2O)6 and ferrihydrite precipitation. Modelling of the pre-edge and EXAFS data: 1) supports theoretical studies which have suggested the existence of a monomeric penta-coordinated FeIII hydrolysis species and; 2) corroborates recently proposed structural models of ferrihydrite that contain tetrahedral FeIII. Modelling results indicate that ferrihydrite consists of 15 to 25 % tetrahedral FeIII and suggest that this geometry must be included in any comprehensive structural model of ferrihydrite and, furthermore, should be considered when evaluating the reactivity, stability and other structure-property relationships of this mineral. © The Authors

From the Editors

Welcome to the Spring 2014 edition of the Jefferson Center for Interprofessional Education (JCIPE) newsletter. In this edition of our newsletter, you will have a chance to read about two new innovations in technology designed to enhance interprofessional education and collaborative practice. We believe that integrating technology into IPE will be central to aligning health care education reforms with changes in healthcare delivery. This Spring also marks the graduation of our 6th cohort of JHMP students at TJU. Now, over 4,100 students have completed this longitudinal IPE curriculum; feedback from graduates has been highly positive, detailing the impact of IPE experiences in better preparing them for teamwork as well as providing them with an unexpected advantage in employment opportunities, where competency as an effective team player is highly valued by employers

From the Editors

This fall has seen a flurry of activity at the Jefferson Center for InterProfessional Education (JCIPE). In September, Lauren Collins, MD, Associate Director of JCIPE, was selected as one of five recipients of the prestigious Macy Faculty Scholars (MFS) program, a two-year career development award supported by the Josiah Macy Jr. Foundation. She now joins a national network of other MFS recipients in helping to re-envision training of health professions students and delivery of collaborative care. Elizabeth Speakman, EdD, RN, ANEF, FNAP, JCIPE Co-Director, completed her three-year Robert Wood Johnson Executive Nurse Fellowship and was recently selected to attend the Institute of Medicine Future of Nursing: Campaign for Action Summit 2015. In addition, Nethra Ankam, MD, from the Department of Rehabilitation Medicine and Sidney Kimmel Medical College, and Tracey Vause Earland, MS, OTR/L, from the Department of Occupational Therapy of the College of Health Professions, both longtime faculty champions of IPE at Jefferson, have recently been appointed to serve as the new Co-Directors of the Jefferson Health Mentors Program (JHMP), overseeing dynamic changes in one of our flagship activities

From the Editors

As the spring semester comes to a close, we in the Jefferson Center for InterProfessional Education (JCIPE) reflect on the last year. In the Fall 2014 edition of the Interprofessional Education and Care Newsletter, we presented several innovative IPE projects from students, faculty and our colleagues overseas. The articles in this edition build on that progress, high-lighting our efforts, redefined during a January 2015 Jefferson IPE retreat facilitated by Dr. Malcolm Cox, to more closely link IPE and clinical practice. To this end, the spring semester marked the conclusion of the first administration of our revised Jefferson Health Mentors Program (JHMP) Module 4. During the new module, students select one Learning Activity from a menu of 13 offerings, including clinical observations, simulations and collaborative practice opportunities. They then reflect on their participation in their selected Learning Activity in light of their experience with their Health Mentor. Two student essays, one discussing our new, student-led IPE Grand Rounds program detailed in the Fall 2014 edition of the newsletter and the other describing a TeamSTEPPS® training, demonstrate the impact of such clinically-focused activities and their application in students’ training and lives

From the Editors

Welcome to the Fall 2014 edition of the Jefferson Interprofessional Education and Care Newsletter. It has been a busy Fall at Jefferson and we are excited to share several new developments which have been pushing the envelope in IPE. In October, we hosted our 4th biennial conference, Interprofessional Care for the 21st Century: Redefining Education and Practice. This year we had a record number of conference participants and presenters joining us from a variety of national and international academic and service organizations. Our keynote speakers, Dr. George Thibault, President, Josiah Macy Jr Foundation; Dr. Barbara Brandt, Director, National Center for Interprofessional Practice and Education at the University of Minnesota; Dr. John Gilbert, Principal & Professor Emeritus, University of British Columbia College of Health Disciplines, Co-Chair of the Canadian Interprofessional Health Collaborative; and a team from the Veterans Administration, including Dr. Malcolm Cox, Dr. Stuart Gilman, Dr. Richard Stark and Dr. Kathryn Rugen, collectively challenged and inspired us to re-conceptualize interprofessional education and collaborative practice opportunities for students as we prepare them for a healthcare delivery system that will focus on the triple aim of improving a patient’s care experience, improving the health of patient populations, and reducing the per capita cost of healthcare. One of the articles that follows will highlight the conference presentation of the innovative work of Dr. Susanne Boyle from the University of Glasgow, Scotland and her colleagues. Dr. Boyle’s team explored the area of augmented reality and its applicability to enhancing online interprofessional education through virtual communities

How to ‘Count’ Interprofessional Education Programming Across Professions at a Health Sciences University

Purpose: To describe the process a health sciences university is undergoing to establish recognizing student achievement in interprofessional education (IPE) and collaborative practice (CP). Background: A large health sciences university (greater than ten different professions) is establishing a new process to certify IPE/CP programming delivered on its campus. As accreditation bodies for various professions are requiring IPE programming, there is a desire to certify that the students have completed programming to meet these requirements and document competency achieved in collaborative practice. Description of Program: A curriculum committee of members from the various stakeholder professions assigned a workgroup to address IPE programming evaluation and student certification. The workgroup reviewed existing IPE evaluation rubrics from other institutions and is developing its own rubric based upon these models. Using this new rubric, faculty developing new IPE programming will be able to complete an online submission, which will then be reviewed by the IP curriculum committee. The workgroup is identifying the quantity and level of IPE/CP participation required by each profession to determine how certification will be achieved. Preliminary Results: The workgroup has met over the course of one academic semester and has developed an IPE evaluation rubric to be piloted in the 2016-2017 academic year. The curriculum committees from each of the various professions are assessing individual IPE needs relative to program-specific goals, objectives and accreditation requirements. Relevance to IPE: With increasing requirements for IPE by most health professions accreditation organizations, it is necessary to identify a standardized system for evaluating IPE/CP programming and develop a process for recognizing that students have met the desired outcomes (quantity and quality). Recommendations for Future: It is anticipated that this system will need to be continually evaluated, updated and refined to address the dynamic nature of health professions education and team-based collaborative care. Two to three Learning Objectives: Identify a process for evaluating IPE/CP programming for quality control purposes. Describe a process for identifying IPE/CP needs among the various health professions