National Interprofessional Education Initiatives

Purpose: The goal of this presentation is to define the IPE activities that meet the national competencies and share strategies for designing, implementing, and assessing IPE programs. Background: According to the World Health Organization (WHO), interprofessional education is defined as students from 2 or more professions learning about, from, and with each other to enable effective collaborations and improve health outcomes. The institute of Medicine (IOM) reports that IPE must be included in the education and training of health care professionals to enhance the delivery of health care services. Most recently, many accrediting agencies have refined IPE to be Interprofessional Practice and Education. Accreditation Council for Pharmacy Education (ACPE) included IPE in the 2016 Accreditation Standards. Many colleges and schools of pharmacy have successfully developed and implemented IPE programs at their institutions. Description of Intervention: Faculty and administrators from various U.S. pharmacy programs will describe didactic and experiential IPE programs at their institutions. The presenters will share innovative examples of IPE programs and provide “lessons learned” for developing, implementing, and assessing IPE programs. Results: A group of academicians will highlight their national IPE initiatives to better meet the WHO framework, International Pharmaceutical Federation (FIP) Global Competencies, and ACPE standards. In addition, the presenters will describe innovative strategies for designing, implementing, and assessing the quality of IPE programs in various schools and colleges of pharmacy. Conclusions: Re-designing the education and training of health care professionals by including IPE will enhance the quality and safety of health care services, reduce costs, and improve health outcomes. Relevance to IPE or Practice: Initiatives used to design, implement, and assess various IPE programs can be applied to other healthcare disciplines delivering IPE. Educational and training outcomes of these initiatives can be mapped to national and global IPE standards to enhance the quality of pharmacy education. Learning Objectives: 1. Describe various national programs for designing, implementing, and assessing IPE. 2. Identify successful examples of IPE pharmacy programs applicable to other health care professions. 3. Share “lessons learned” for designing, implementing, and assessing IPE programs

Digging Deeper: Improving Health Communication with Patients

At the end of this activity, students will be able to: Identify five theories and models that can be used to facilitate the patient-provider health communication process Describe opportunities to optimize communication with patients in healthcare settings Apply health communication theories within patient care, providing specific approaches and language to utilizehttps://digitalcommons.chapman.edu/pharmacy_books/1026/thumbnail.jp

Pharmacy Strategic Approaches for IPE Assessment

Purpose: The main goal of this presentation is to share pharmacy-specific strategies for assessing the structure, process, and outcomes of IPE programs. Background: An effective assessment plan includes evaluating each component of the IPE model: Structure, Process, and Outcomes. The structure of IPE contains curriculum, facilities, capacity, and technology. The process encompasses development of faculty/preceptors, in addition to engaging students, patients, and collaborative practices. And the outcomes comprise achieving the educational and clinical goals of an IPE program and meeting its vision and mission. There is a need to provide this critical information in a succinct format as a variety of accrediting bodies are expecting discipline specific assessment of IPE. Description of Intervention: Noting that a sound assessment plan should be developed prior to implementing interprofessional education (IPE) programs, the presenters will share successful strategies for evaluating students’ participation and patients’ engagement as partners in developing their care plans. Following a thorough literature review, examples of current tools used to assess the quality of educational and clinical outcomes of IPE programs will be presented. Results: Key IPE assessment tools have been identified and categorized based on the major components of the Kirkpatrick Evaluation Model: (1) reaction; (2a) attitude modification; (2b) knowledge and skill acquisition; (3) behavioral change; (4) change in organizational practice. These tools will be presented relative to their applicability to pharmacy education. Conclusions: It is vital for administrators and faculty to ensure that the mission, goals, and educational, behavioral, and clinical outcomes of IPE programs are met. Improvement initiatives must continually assess the quality of IPE programs. Relevance to interprofessional education or practice: The strategy used to identify and categorize assessment tools can be applied to other healthcare disciplines delivering IPE. These tools, relative to the Kirkpatrick evaluation model, map the specific learning objectives to the educational endeavors. Learning Objectives: 1. Describe a process for identifying assessment tools to utilize in the development of a programmatic IPE assessment plan. 2. Identify how utilizing the various assessment tools, per the Kirkpatrick evaluation model, can be applied to a programmatic curricular map. 3. Summarize “lessons learned” in assessing IPE in various pharmacy curricul

A Systematic Review of Global Health Assessment for Education in Healthcare Professions

Objective: Emphasis on global health education is growing, with schools/colleges developing relevant courses, areas of concentration, and other didactic content. Organizations such as the Consortium of Universities for Global Health (CUGH) provide guidance for competencies in global health, but evaluation strategies are lacking. Accordingly, the purpose of this study was to identify methods and tools utilized to assess knowledge, skills, and attitudes in global health courses for health science students. Methods: A systematic review was conducted according to the PRISMA guidelines. The initial search was conducted using controlled vocabularies to screen PubMed, EMBASE, Global Health using Ovid, CINAHL, and ERIC from January 1997 to March 2020. Included articles detailed students in health professions, described a didactic educational intervention related to global health, and described assessment strategies and results. Results: A total of 12,113 titles/abstracts were identified. Based on the study inclusion criteria, 545 full texts were reviewed, and 79 full-text articles were selected for qualitative synthesis. Findings of the research revealed that cultural competence (70.9%) was evaluated most often, followed by health disparities (26.6%) and global health itself (12.7%). Most articles used quantitative assessment methods (86.1%), with surveys being the predominant method. A total of 91.1% of studies assessed perceptions, attitudes, and beliefs, while fewer evaluated knowledge (43.0%) and skills (19.0%). The most common validated tool employed was the Inventory for Assessing the Process of Cultural Competence (IAPCC). Conclusions: Based of the results of this study, the majority of the assessment tools utilized for global health education focused on cultural competence. One of the important findings of this research is the lack of validated instruments to assess students\u27 skills in health disparities and global health. Given the recent global pandemic, these skills are essential for educating health care professionals to enhance global health