3 research outputs found
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
INSTRUCTIONAL DESIGN AND ASSESSMENT A Simulated Interprofessional Rounding Experience in a Clinical Assessment Course
Objective. To implement a simulated interprofessional rounding experience using human patient simulators as a required activity for third-year pharmacy students in a clinical assessment course. Design. Interprofessional student teams consisting of pharmacy, medical, and physician assistant students participated in a simulated interprofessional rounding experience in which they provided comprehensive medical care for a simulated patient in an inpatient setting. Assessment. Students completed a survey instrument to assess interprofessional attitudes and satisfaction before and after participation in the simulated interprofessional rounding experience. Overall student attitudes regarding interprofessional teamwork and communication significantly improved; student satisfaction with the experience was high and students' self-perceived clinical confidence improved after participation. The mean team clinical performance scores were 65% and 75% for each simulated interprofessional rounding experience. Conclusion. Incorporating a simulated interprofessional rounding experience into a required clinical assessment course improved student attitudes regarding interprofessional teamwork and was associated with high student satisfaction
Developing Interprofessional Preceptors to Promote Intentional Interprofessional Education in Practice Settings: Reflections from the Preceptors in the Nexus Workshop
Demand is increasing for health professional graduates to enter practice ready to function effectively in interprofessional collaborative teams centered on patient care. The World Health Organization (2010) postulated that interprofessional education yields practitioners ready for interprofessional collaborative practice, which in turn is the path to improving our fragmented health system. In 2014, the University of Kansas Medical Center (KUMC) received funding from the Josiah Macy Jr. Foundation in response to the need to develop interprofessional preceptors (Josiah Macy Jr. Foundation, 2013). We define interprofessional preceptors as a preceptor from an professional that intentionally educates learners from different professions in authentic practice-based environments, combing patient care and clinical teaching with explicit learning about how interprofessional collaboration contributes to high quality, patient-centered, team-based care (Shrader & Zaudke, 2018). KUMC created a partnership with the National Center for Interprofessional Practice and Education (NCIPE) and the University of Minnesota to develop an online toolkit, curricular materials, and a Preceptors in the Nexus workshop focused specifically on professional development for interprofessional preceptors. Interprofessional preceptor development is critical as they are the nexus (or bridge) between education and practice