Replicable Interprofessional Competency Outcomes from High-Volume, Inter-Institutional, Interprofessional Simulation

There are significant limitations among the few prior studies that have examined the development and implementation of interprofessional education (IPE) experiences to accommodate a high volume of students from several disciplines and from different institutions. The present study addressed these gaps by seeking to determine the extent to which a single, large, inter-institutional, and IPE simulation event improves student perceptions of the importance and relevance of IPE and simulation as a learning modality, whether there is a difference in students’ perceptions among disciplines, and whether the results are reproducible. A total of 290 medical, nursing, pharmacy, and physical therapy students participated in one of two large, inter-institutional, IPE simulation events. Measurements included student perceptions about their simulation experience using the Attitude Towards Teamwork in Training Undergoing Designed Educational Simulation (ATTITUDES) Questionnaire and open-ended questions related to teamwork and communication. Results demonstrated a statistically significant improvement across all ATTITUDES subscales, while time management, role confusion, collaboration, and mutual support emerged as significant themes. Results of the present study indicate that a single IPE simulation event can reproducibly result in significant and educationally meaningful improvements in student perceptions towards teamwork, IPE, and simulation as a learning modality

An Approach for the Development and Implementation of an Assessment Tool for Interprofessional Education Learning Activities

The Accreditation Council for Pharmacy Education Standards 2016 state that colleges of pharmacy must assess student achievement and readiness to contribute as a member of an interprofessional collaborative patient care team. There are a limited number of assessment tools available to achieve this part of the Standards. The purpose of this Case Study Report is to describe the process that one college of pharmacy took to develop an interprofessional education (IPE) assessment tool to be used for their longitudinal assessment approach for IPE in the didactic portion of the curriculum. Strategies for the development of an assessment tool are provided through three themes: continuous refinement, collaboration and streamlining. Next steps for the implementation of the assessment tool, as well as evaluating its validity and reliability, are discussed.   Type: Case Stud

Four Themes to Enhanced Interprofessional Education Integration: Lessons Learned from Early Implementation and Curricular Redesign

With the release of the Accreditation Council for Pharmacy Education (ACPE) Standards 2016, interprofessional education (IPE) has become more formalized and needs to be embedded into the curricula of colleges and schools of pharmacy. While IPE is not new to the practice and training of pharmacists, the call for IPE has become more robust over the last several years creating challenges to widespread implementation. The purpose of this Case Study Report is to describe a twelve-year progression of IPE implementation at a college of pharmacy without an academic medical center. Focused strategies for the development, integration, and expansion of IPE are provided through the context of four themes: working through program differences; collaborators and effective collaboration; attention to implementation planning; and prebriefing and debriefing. Each theme is defined and reviewed using specific examples and lessons learned. Finally, in consideration of the ACPE Standards 2016, potential next steps are discussed.   Type: Case Stud

Pharmacists Are Not Mid-Level Providers

Pharmacists should not be classified as “mid-level” providers. This classification implies that there are different levels or a hierarchy of providers when in fact each health care provider brings unique and essential knowledge and contributions to the health care team and to the care of patients. Pharmacists are no exception. Timely issues germane to pharmacists, including dependent and independent practice, provider status, and professional identity, contribute to the rationale that pharmacists, just like all other health care providers, should be classified by their professional identity. While use of the term mid-level provider to identify various practitioners may not seem consequential, in today’s health care environment, words do matter when it comes to attributing value, and the contributions of all health care providers should be recognized as equally important to the patient care team

Report of the 2020-2021 Professional Affairs Standing Committee: Pharmacists Unique Role and Integration in Healthcare Settings

EXECUTIVE SUMMARY The 2020-21 Professional Affairs Committee was charged to (1) Read all six reports from the 2019-20 AACP standing committees to identify elements of these reports that are relevant to the committee’s work this year; (2) Identify opportunities and models of integration of pharmacist care services in physician and other health provider practices beyond primary care; (3) Differentiate and make the case for the integration of pharmacist care services from that of other mid-level providers; and (4) From the work on the aforementioned charges, identify salient activities for the Center To Accelerate Pharmacy Practice Transformation and Academic Innovation (CTAP) for consideration by the AACP Strategic Planning Committee and AACP staff. This report provides information on the committee’s process to address the committee charges, describes the rationale for and the results from a call to colleges and schools of pharmacy to provide information on their integrating pharmacist care services in physician and other health provider practices beyond primary care practice, and discusses how pharmacist-provided patient care services differ from those provided by other healthcare providers. The committee offers a revision to a current association policy statement, a proposed policy statement as well as recommendations to CTAP and AACP and suggestions to colleges and schools of pharmacy pertaining to the committee charges

Beyond the Theory Practical Aspects of Designing and Implementing an IPE Simulation

Beyond the Theory Practical Aspects of Designing and Implementing an IPE Simulation Involving 180 Students and Three University Systems Deborah Bambini, PhD, WHNP-BC, CNE, CHSE, ANEF, Grand Valley State University Matthew Emery, MD, Michigan State University College of Human Medicine; Tina Barnikow, BSN, RN, Michigan State University College of Human Medicine Margaret de Voest, PharmD, Ferris State University; Lisa Meny, PharmD, Ferris State University Description This presentation will outline how one group of educators from three different professions and universities collaborated to create and implement an IPE simulation involving 180 medical, pharmacy, and nursing students. Discussion will include how common barriers were overcome, specifics regarding the logistics, the design of the specific scenarios, and strategies for increasing fidelity. Participant reactions and evaluation will be shared. An example of an outline to consider when developing and implementing an IPE simulation. Learning Objectives At the end of the discussion, participants will be able to Describe key factors to consider when planning an IPE experience that maximizes each professions unique roles gives everyone a place at the table Describe strategies to enhance fidelity of the experience, beyond the manikin and/or standard patient Describe effective debriefing strategies for illuminating the interprofessional aspect of an IPE simulation Describe key aspects of the presented IPE event that contributed to the success of the event Identify strategies for implementing such an event in the home setting Course content: Interprofessional education Identifying need Building team Overcoming barriers Developing goals/objectives Developing the scenarios Logistics for space, personnel, budget, standard patients training, student flow, volunteers Debriefing strategies for IPE - small group, large group, and planning team Evaluation of the experience Design: This presentation will include active learning strategies to engage and facilitate audience participation and discussion. In addition, tangible examples of tools will be utilized throughout the presentation with the aid of audiovisuals highlighting simulation participants. These strategies are aimed at engaging the adult learner. Resources: Resources we intend to use will complement and enhance the instructional design. Our intention is to utilize audience response resources such as polling mechanisms (?) and discussion questions. The presentation will include audiovisual components including still images and video to facilitate learning

Usage and Recommendations Regarding Experiential Webpage on AACP Website: Results of Task Force Survey

Objectives: To determine current usage of and recommendations from experiential administrators regarding the AACP Experiential Education Section (EES) webpage. Method: The 10-question survey was piloted, peer-reviewed, and edited prior to administration. Experiential Administrators were emailed a link to a web-based questionnaire. Reminders were sent throughout the 3-week collection period during late fall 2014. Results: 242 responses were received. Usage: Over 61% have never accessed the EES website. When asked why, 64% did not know it existed, 55% were not sure what information was on it, and 28% did not know where to find it. Of those that had accessed it, 3.7 times was the mean number of times they accessed it and one-third accessed it 2 times (mode). Recommendations: Information respondents thought would be useful that is not currently on the website: preceptor development opportunities (83%), experiential literature publication or links (68%), listserv topics and contacts (50%), quality assurance information (50%), discussion board (42%), and membership list in excel or access (36%). Complete results including differences in responses found based on number of years in experiential will be presented. Implications: Quality experiential education and training are important to develop competent pharmacy professionals. Experiential Education faces daily challenges trying to meet these responsibilities, therefore; having tools and resources to help support these endeavors are important. The information obtained through this survey will be relayed back to Section leadership, as well as recommended changes to better match the needs of experiential administrators. Emphasis will be placed on increasing awareness and access of the webpage

Usage and Recommendations Regarding Experiential Webpage on AACP Website: Results of Task Force Survey

Objectives: To determine current usage of and recommendations from experiential administrators regarding the AACP Experiential Education Section (EES) webpage. Method: The 10-question survey was piloted, peer-reviewed, and edited prior to administration. Experiential Administrators were emailed a link to a web-based questionnaire. Reminders were sent throughout the 3-week collection period during late fall 2014. Results: 242 responses were received. Usage: Over 61% have never accessed the EES website. When asked why, 64% did not know it existed, 55% were not sure what information was on it, and 28% did not know where to find it. Of those that had accessed it, 3.7 times was the mean number of times they accessed it and one-third accessed it 2 times (mode). Recommendations: Information respondents thought would be useful that is not currently on the website: preceptor development opportunities (83%), experiential literature publication or links (68%), listserv topics and contacts (50%), quality assurance information (50%), discussion board (42%), and membership list in excel or access (36%). Complete results including differences in responses found based on number of years in experiential will be presented. Implications: Quality experiential education and training are important to develop competent pharmacy professionals. Experiential Education faces daily challenges trying to meet these responsibilities, therefore; having tools and resources to help support these endeavors are important. The information obtained through this survey will be relayed back to Section leadership, as well as recommended changes to better match the needs of experiential administrators. Emphasis will be placed on increasing awareness and access of the webpage