Using Technology to Enhance Interprofessional Education to Promote Collaborative Practice for Students

To Err Is Human: Building a Safer Health System Recommended interdisciplinary team training to increase patient safety and quality health care IOM, 1999 Crossing the Quality Chasm All health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches, and informatics, IOM, 2001 Health Professions Education: A Bridge to Quality Once in practice, health professionals are asked to work in interdisciplinary teams, often to support those with chronic conditions, yet they are not educated together or trained in team-based skills, IOM, 2003 The Future of Nursing: Leading Change, Advancing Health Nurses should be full partners, with physicians and other health care professionals, in redesigning health care in the United States, IOM, 2010 Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models across the Continuum of Education to Practice, IOM Workshop Summary, 2013 History of What We Know and Where We Are Goin

The Use of Narrative Pedagogy and Unfolding Case Ivan to Promote Interprofessional Collaboration and Education among Nursing and Radiology Students

Background • Definition of Interprofessional Practice: Multiple health workers from different backgrounds work together with patients, families, careers and communities to deliver the highest quality of care (World Health Organization, 2010) • To Err Is Human: Building a Safer Health System Recommended interdisciplinary team training to increase patient safety and quality health care (Institute of Medicine, 1999) • Crossing the Quality Chasm: All health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches, and informatics. (Institute of Medicine, 2001) • The Future of Nursing: Leading Change, Advancing Health: Nurses should be full partners, with physicians and other health care professionals, in redesigning health care in the United States (Institute of Medicine, 2010

Enhancing Curricular Topics Shared Across Health Professions with Interprofessional Perspectives

Purpose: To describe the process of educating interprofessional health professions students on common topics across their curricula utilizing interprofessional perspectives. Background: The Alternate Clinical Education (ACE) day addresses academic and/or clinical issues previously unexplored in depth. Nursing faculty and IPE staff at an urban health sciences university organized an ACE day to creatively present a common healthcare topic, healthcare policy and fiscal responsibility. Capitalizing on the relevancy to the upcoming U.S. presidential election, this topic benefits healthcare students as future providers and as private consumers. Description of intervention or program: A small group of biomedical sciences, medicine, and pharmacy students voluntarily participated in the ACE day alongside a class of senior pre-licensure nursing students for whom the program was required and embedded into the curriculum. During the program, faculty presented a lecture on healthcare policy basics. Students then unfolded the effects of healthcare policy on patient case studies in small interprofessional groups, presenting their findings to the large group once finished. Experts from medicine, nursing, population health, and state government served on a panel, engaging students in active discussion about policy implementation and utilizing one’s health training to make a difference more broadly. Results: Interest in the ACE day activity was high, but attendance across professions indicated the importance of embedding IPE into curricula and involving faculty from other professions in planning, as supported by the literature. The outcome for student participants was an appreciation for their roles and those of other disciplines in practice and in healthcare reimbursement and policymaking and change. Conclusion: Students learn tenets of IPE firsthand by participating in interprofessional activities on common topics preparing them for practice. Mobilizing interprofessional faculty and students in the planning creates stronger programs from which more students can benefit. Relevance to interprofessional education: Conducting IPE around common curricular topics helps students appreciate similarities between professions as well as interprofessional perspectives on pertinent subjects. Two to three measureable learning objectives: Identify common topics across health professions curricula ripe for IPE Describe strategies for organizing IPE around common themes across health professions curricul

Extrinsic and Intrinsic Elements that may Impact Students’ Perceptions of and Willingness to Internalize Interprofessional Education Program Goals

ABSTRACT An increasing number of health profession education institutions are constructing and implementing Interprofessional Education (IPE) programs. Various evaluative efforts are therefore underway to explore students’ perceptions of these programs, nuances of the interdisciplinary interactions within programs, and the potential long-term impact of these programs on students’ mentality towards team-based, collaborative care. This study, however, examines how elements specific to and outside of an IPE program may impact students’ perceptions of the program and their willingness to engage with prominent aims and goals of IPE. In-depth, semi-structured interviews were conducted with 16 students from varying disciplines at the end of years one and two of a 2-year IPE program. Data were analyzed utilizing a multi-step inductive and deductive process to identity consistent patterns in students’ perceptions of and attitudes toward the program from year one to year two. The data show that although students felt they understood the value and importance of interprofessionality and team-based care, there were elements that were intrinsic (assignments, time constraints, level of accountability) and extrinsic (anticipatory socialization, lack of professional identity) to the IPE program that impacted their perceptions of the program, and that these perceptions, in turn, affected their level of commitment to the program. Further examination of these factors suggests that students struggled specifically with how their program negotiated: a.) fostering understanding of each specific discipline/profession as well as advocating for team-based care, and b.) the informal vs formal nature of the program. The findings of this study shed a valuable new light on how elements related to an IPE program’s structure and implementation as well as factors outside of the program may affect and influence the acculturation of person-centered team-based care. Contact: Barret Michalec Dept. of Sociology University of Delaware Newark, DE (19716), USA [email protected]

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

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

Teamwork Observation Guide (JTOG): A Teaching Tool for IPE

Objectives • Discuss the Jefferson Teamwork Observation Guide (JTOG) • As a method to measure IPE competencies in an educational, simulation or practice setting • As a way to help students’ understand the components of team approaches to patient car

The Patient\u27s Perspective: A Qualitative Study of Patient Perceptions of Teamwork Competencies

Purpose: To examine patients’ ability to evaluate the interprofessional core competencies of their healthcare teams using the Jefferson Teamwork Observation Guide (JTOG). Background: It is widely regarded that interprofessional team-based care improves patient outcomes and satisfaction.[i] To investigate that claim, the JTOG, a validated survey tool mapped to the Interprofessional Education Collaborative (IPEC) Core Competencies for Interprofessional Collaborative Practice (CP)[ii], was adapted to collect patients’ feedback on teamwork behaviors in the domains of: Communication, Values/Ethics, Roles/Responsibilities, and Teamwork. Description of Intervention or Program: Trained research assistants surveyed inpatients and outpatients about their perceptions of their health care providers’ teamwork. Patients were asked one qualitative and eight quantitative questions. Of all 302 qualitative responses, a small sample was coded by consensus and then all were coded by a trained research assistant for themes relating to the core competencies. Results: Of the 302 comments, 210 (70%) centered on communication and 134 (44%) focused on teamwork. 185 (61%) responses reflected multiple competencies, with 90 (30%) including both communication and teamwork and 85 (28%) highlighting communication and patient-centeredness, a sub-domain of values/ethics. Conclusion: Patients can perceive interprofessional core competencies displayed by their healthcare teams using the JTOG. Communication skills, especially combined with teamwork and values/ethics, were commonly articulated by patients when explaining their positive experiences. These findings support the interrelation of the IPEC domains, including some difficulty in distinguishing them from one another. Relevance to interprofessional education or practice: Growing evidence supports the importance of CP and of having standardized core competencies for CP education. Studying real-life interactions of CP teams is useful for further understanding of such concepts. 2-3 measurable learning objectives relevant to conference goals: Describe patients’ ability to evaluate their care team using the Jefferson Teamwork Observation Guide Discuss the extent to which patients identify the IPEC competencies in evaluating their care teams Identify the importance of patients’ perspectives in improving interprofessional team-based care [i] World Health Organization. (2010). Framework for action on interprofessional education & collaborative practice. Geneva, Switzerland: WHO Department of Human Resources for Health. http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf. [ii] Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, DC: Interprofessional Education Collaborative. http://www.aacn.nche.edu/education-resources/ipecreport.pdf

Examining Health Mentor Perceptions of Student Teamwork

Purpose: To evaluate how community lay teachers, or Health Mentors (HMs), perceive student teams over time by using the Jefferson Teamwork Observation Guide (JTOG), a survey based upon interprofessional education (IPE) core competencies. Background: Our academic health center offers a unique, two-year program emphasizing delivery of patient-centered care and IPE core competency skill development by pairing interprofessional student teams with a HM. The HM is an adult community volunteer with one or more chronic health condition(s). Student teams include representatives from couple and family therapy, medicine, nursing, occupational therapy, pharmacy, physical therapy, and physician assistant. Description of Intervention or Program: HMs were invited to complete the JTOG survey in Spring 2015 and again in Fall 2015. This survey asked them to evaluate their student team members’ ability to work together based on IPE core competencies and solicited information from the HM about participating in the program. Student demonstration and attainment of IPE core competencies were evaluated using a Likert scale. Open-ended comment sections were included for the HM to describe specific observations or examples. Results: A total of 50.4% of HMs completed the surveys for both semesters. There was a significant difference in knowledge gained by the HM pertaining to wellness from Spring 2015 to Fall 2015, t=-2.463 (df=54), p=0.017, d=0.27. There was also a significant negative correlation between worse health and neutral HM comments during the Spring of 2015, ρ=-0.410 (n=36), p=0.13. Conclusion: Results were compiled and analyzed to evaluate HM perceptions of team functioning, including student engagement, friendly interaction, and respect for the HM. There were small changes between the Fall and Spring responses; most were not statistically significant. The HMs learned more about wellness and caring for themselves through this program. Relevance to interprofessional education or practice: Results will be used as feedback to better educate students and identify areas for improvement in this interprofessional program. Learning objectives: 1. Describe methods of evaluating teamwork among interprofessional students in the HM program. 2. Apply strategies to engage HMs as partners in developing and improving new models of interprofessional education and care