Increasing IPE Awareness through Social Media and Leveraging Visual Content

Background: Social networking is the most popular online activity and increasingly where students, health professionals, and patients get information[i]. In a 2015 student survey at an urban health sciences university, social media was the second most preferred method of communication. Furthermore, content with images gets 94% more total views[ii] and can say more about a program than a long description. This shift is a challenge in healthcare where patient confidentiality is paramount. Description of Intervention or Program: We created a Twitter account in August 2015. Our goals were to: Promote awareness of internal and external IPE programs Drive student attendance at IPE programs Encourage continuous interprofessional learning and innovation Recognizing the effectiveness of visual content, we subscribed to an online service for creating infographics and other images. Results: We have amassed 186 followers, with a daily average of 316 impressions (number of times users saw a tweet on Twitter). We share ideas within the IPE community and support internal partners. In 2016, our tweets with images have had 52% higher engagement from followers; tweets with videos had 72% higher engagement. Conclusion: Social media spreads awareness of IPE initiatives and helps to connect with the internal and external IPE communities. Visual content increases engagement. Social media platforms with more student traffic, such as Facebook and Instagram, could help increase followership among students in particular. Relevance to interprofessional education or practice: As IPE is an increasing priority for educators and providers, it is important these individuals know about the IPE resources and campus network. A well-managed social media account can increase such awareness. 2-3 measureable learning objectives relevant to conference goals: Explain the importance of leveraging social media to increase awareness of IPE among students, faculty, and clinicians Leverage visual content to maximize engagement with audience and support marketing needs of IPE faculty and staff [i] Richter, F. (2013). Social Networking Is the No. 1 Online Activity in the U.S. https://www.statista.com/chart/1238/digital-media-use-in-the-us/ [ii] Bullas, J., & Mawhinney, J. (2016). 37 Visual Content Marketing Statistics You Should Know in 2016. http://blog.hubspot.com/marketing/visual-content-marketing-strategy#sm.00001kbk5bfyecddivn7nnbuchdn

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

The Impact of Student Hotspotting on Patients & the Jefferson Health System

Introduction “Super-utilizers”, patients with five or more hospital admissions in the past year, account for half of all healthcare expenditures and present a significant financial burden to our healthcare system. In Pennsylvania “super-utilizers” result in $1.25 billion of healthcare spending and Philadelphia has the highest number of “super-utilizers” in the state. To address this crisis, Jefferson University serves as one of four new national hubs for student hotspotting. Teams of interprofessional health professions students along with faculty and staff advisors enroll “super-utilizers” and provide targeted interventions to address social determinants of health, reduce hospitalizations and improve patient outcomes. Methods To examine the impact of this program on patients, objective healthcare outcomes were obtained from EPIC. Costs were obtained from the hospital Care Coordination team and national average figures to examine the impact on the Jefferson health system. Data were collected from six months pre-, during, and post-intervention for the hotspotting intervention group and for a matched control group of non-program participants. Pre- and post-intervention analysis was performed using random effects Poisson regression. Results Pre- and post-intervention analysis found a 6% reduction in ED visits, 48% reduction in the number of outpatient visits, 18% reduction in total days in hospital, and 14% reduction in 30 day readmissions for the intervention vs. the control group. Average total costs of care decreased for both the experimental and control group with a 36% cost reduction per patient in the intervention group. Conclusion Participation in student hotspotting is a promising way to help address the needs of “super-utilizes”. Student hotspotting appears to have a positive impact on reducing the costs of care and improving health outcomes for high utilizer patients

Strategic Plan: 2018 and Forward - Jefferson Center for Interprofessional Practice & Education

Founded in 2007, the Jefferson Center for Interprofessional Practice and Education (JCIPE) is one of the premier interprofessional education centers in the U.S. Our center is dedicated to improving interprofessional care (IPC) through implementing and evaluating patient-centered education throughout the Thomas Jefferson University curriculum. We offer robust trainings and educational opportunities, provide innovative teaching models and evidence-based practices to help support emerging priorities in healthcare. To coincide with our 10-year anniversary and the transition to new leadership, we engaged the Jefferson Doctor of Management program in Strategic Leadership (DSL) to help us to reimagine and rethink our interests and needs in the increasingly complex and changing environment. With their facilitation we drew on the experience of more than 120 JCIPE stakeholders including co-directors, staff advisors, faculty, deans, student learners, community leaders, health mentors, and patients. We adopted a system-thinking framework and applied interactive design planning methodology to create the design for an ideal center for interprofessional care. From this prototype, we created our new strategic plan, business model, and roadmap. We believe our design experience and deep understanding of IPC will lead us to an even more prominent role as a model of excellence for interprofessional and professional practice and education

From the Editors

Happy Spring! You will notice that the Jefferson Center for Interprofessional Education (JCIPE) newsletter has undergone a name and layout change. This represents the many new directions our Center is taking in both interprofessional education (IPE) and collaborative practice (CP) training. Indeed, JCIPE has had another busy spring. We started the new year by piloting the patient version of the Jefferson Teamwork Observation Guide (JTOG) in the inpatient setting, expanding an outpatient pilot that started last fall. Thanks to many research assistants, we have been able to gather some rich and informative data and this summer we hope to have the JTOG converted into a mobile application. We also successfully piloted our interprofessional TeamSTEPPS® training program with 240 medical students, demonstrating the feasibility of integrating a large-scale, simulation-based curriculum across multiple professions, which we will do next year. On October 28 and 29, JCIPE will host our biannual interprofessional conference. We have again lined up great keynote speakers and by the looks of the submitted abstracts, it’s going to be another exciting conference filled with many presentations on innovative interprofessional endeavors. We look forward to continued national dialogue about IPE and CP programs, practice, research and dissemination. One publication we are particularly excited to share is the Guide to Effective Interprofessional Education and Collaborative Practice Toolkit, available on the National League for Nursing website at www.nln.org