Use of the Delphi Technique in Instrument Development to Assess Debriefing Facilitation

Debriefing is an essential part of the simulation experience because this is where most of the learning occurs (Arafah, Hansen & Nichols, 2010). To date, there are no validated instruments to measure the ability of a facilitator to effectively debrief learners after a patient simulation. This poster describes phase one of a pilot study to develop and evaluate an instrument that assesses the effectiveness of a debriefing facilitator. The instrument is based on the current scientific literature and was tested to establish reliability and validity. In phase one, the Delphi Technique was selected as it has been shown to be a cost effective method of generating ideas and achieving consensus on a particular issue where there is a lack of empirical evidence (Powell, 2003). The process for establishing the panel, collecting and analyzing responses and achieving acceptable level of consensus will be described. Arafeh, J. M. R., Hansen, S. S. & Nichols, A. (2010). Debriefing in simulated-based learning: Facilitating a reflective discussion. Journal of Perinatal Neonatal Nursing, 24(4), 302-309. Powell, C. (2003). The Delphi Technique: Myths and realities. Journal of Advanced Nursing, 41(4), 376-382. Objectives: After viewing this poster the participants should be able to: 1. Describe best practice for effective facilitation of debriefing following simulation in health professions education. 2. Describe the process of the Delphi Technique in establishing instrument reliability and validity. 3. Discuss the benefits and challenges of using the Delphi Technique in instrument development

Introduction to IPE: A School-Wide Orientation Initiative

Session Objectives: Present an innovative approach to orienting new students from various healthcare disciplines on Interprofessional Educa(on (IPE). Discuss strategies to shape incoming students’ attitudes toward working in teams. Discuss challenges and opportunities in coordinating a large-­‐scale IPE event. Synopsis Interprofessional experiences are a vital part of healthcare education, and early introduction can positively impact students’ attitudes and knowledge about their team members’ roles. While students at academic health centers (AHC’s) have opportunites to engage in IPE, such opportunites can be overwhelming given significant challenges to coordination and implementation. Addressing these challenges, an interprofessional team at Jefferson School of Health Professions in Philadelphia developed a large-­‐scale event where students could meet other healthcare students and be oriented to IPE as a community. This session discusses the pragmatic and conceptual challenges of the two month planning process of the orientation event, its implementation, and outcomes

The Role of Critical Case Analysis in Interprofessional Education

Goals for interprofessional education include preparing students to work in collaborative practice, teaching them how to work in teams and to asses and improve the quality of patient care. (Barr, 2007, Thibault, 2013). Four core competency domains have been established to inform interprofessional education (Interprofessional Education Collaborative Expert Panel, 2011). These are ethics/values, roles/responsibilities, interprofessional communication and teams/teamwork. Various pedagogical approaches have been used to help students meet these competencies. The Josiah Macy, Jr. Foundation (2013) recommends development and implementation of innovative models to link interprofessional education and practice. Thibault (2013) recommends students engage in “real work” as part of their interprofessional education experience

Creating an Infrastructure to Support Faculty Outcomes Research on Teaching and Learning

This presentation discusses the Teaching and Learning Initiative (TLI), a comprehensive program for building faculty capacity to design and implement educational research in a school of health professions. The TLI is a staged program based on Eade\u27s (1997) approach to capacity building, which the authors apply to the academic environment. The TLI consisted of 4 stages: 1. Initial planning and data gathering. 2. Training faculty in educational outcomes research. 3. Faculty submission of educational outcomes research for intramural funding. 4. Participatory action research approach to further develop faculty capacity for the scholarship of teaching and learning, including educational outcomes research

Development and Implementation of Shared Content Via the iCE Platform and Application

Objectives: Through attendance at this Hands-on/Interactive Workshop participants should be able to: 1. Identify how to enhance the learner experience using the iCE Platform \u26 App to deliver traditional and innovative teaching approaches. 2. Explain how to develop \u22shared content\u22 modules among faculty members. 3. Engage with faculty members who are using iCE to explore how the iCE Platform \u26 App can support innovative teaching goals

Service Learning: Addressing Health Disparities Here and Abroad

Ellen Plumb, MD Ellen Plumb is an Assistant Professor in the Departments of Family and Community Medicine at both Thomas Jefferson University and Christiana Care Health System. She is the Family Medicine Clerkship Director and a core global health faculty member of the Global Health Residency Track in Family Medicine at Christiana Care Health System. She is also the Director of Special Programs and helps lead the Rwanda Health and Healing Program for Sidney Kimmel Medical College. Dr. Plumb also holds an adjunct appointment with TJU’s College of Population Health, where she teaches the introductory global health course. She received her undergraduate training in anthropology and public health from Boston University and completed her medical, residency, and research and faculty development fellowship training at Thomas Jefferson University. Dr. Plumb’s longitudinal global health work has been in Uganda and Rwanda and her areas of expertise and interest are global health education program development and evaluation, trauma and global mental health, refugee health, human rights/asylum, and community-based research methods. Marc Altshuler, MD Marc Altshuler is an Associate Professor of Family and Community Medicine at Sidney Kimmel Medical College at Thomas Jefferson University. Dr. Altshuler also serves as an Attending Physician and the Associate Resident Director for the Department of Family and Community Medicine at Thomas Jefferson University Hospital. Dr. Altshuler’s volunteer work began in the late 1990’s with his involvement in Jeff HOPE, the Medical College’s free student-run clinic serving the homeless community of Philadelphia. Dr. Altshuler’s passion for the underserved community’s health has expanded beyond the homeless population to the refugee population in Philadelphia. In 2007, Dr. Altshuler started and is now serving as the Director of the Jefferson Center for Refugee Health (CRH), the largest medical provider of refugee healthcare in Philadelphia. At CRH, refugee clients receive comprehensive care in a medical home model. This model has been recognized both locally and nationally, and replicated throughout Philadelphia, as well as several other U.S. cities. In 2010, Dr. Altshuler worked closely with the Nationalities Service Center, a local refugee resettlement center, to form the Philadelphia Refugee Health Collaborative, a coalition of local refugee resettlement agencies and eight area medical clinics, focusing on comprehensive refugee health care. Dr. Altshuler has been recognized for his work, both locally and nationally, where he has routinely presented at national conferences, as well as published articles in several peer-reviewed medical journals. Jack Ludmir, MD Jack Ludmir is Professor of Obstetrics and Gynecology at the Perelman School of Medicine of the University of Pennsylvania. He is the former Chair of Obstetrics and Gynecology at Pennsylvania Hospital, and the Past Chair of the Governing Council, Maternal and Child Health for the American Hospital Association. A graduate of Temple University School of Medicine, he completed his residency in Obstetrics and Gynecology and fellowship in Maternal-Fetal Medicine at the Hospital of the University of Pennsylvania. He has been on the faculty at the University of Pennsylvania and Harvard University for the last thirty years. Dr. Ludmir was awarded the Alfred Stengel Penn Health System Champion Award for improving and transforming the entire University of Pennsylvania Health System’s Obstetrical Services, ensuring that every patient has a right to prenatal care. He is a founder of the Academy of Master Clinicians at Penn Medicine. He was the President of Women and Children’s Health Services, a not for profit organization devoted to the care of women from the surrounding community and a co-founder of Puentes de Salud and Latina Community Health Services. The Maternity Care Coalition in Philadelphia awarded him the Spirit of Motherhood Award for strengthening families and inspiring change every day and The March of Dimes gave him the Roosevelt Award for Service to Humanity. Dr. Ludmir is currently serving as the liaison coordinator between The Federation of Latin American Societies of Obstetrics and Gynecology (FLASOG) and the American College of Obstetricians and Gynecologists (ACOG). He has established formal relationships with several universities in Latin America and Botswana to improve the care of women, including exchange programs involving residents and attending physicians, and is a leader in Latin America to improve the safety and quality of obstetric care. In recognition for these services he received the Outstanding District Service Award and the Community Service Award from ACOG, and has received honorary degrees from several universities in Latin America. James D. Plumb, MD, MPH James Plumb is a Professor in the Department of Family and Community Medicine and Vice Chair of Community Medicine. A 1969 Honors graduate of the University of Virginia and a 1974 AOA graduate of Jefferson Medical College, Dr. Plumb joined the Thomas Jefferson University Family Medicine Residency Program in 1974, then served as Residency Director from 1977-1982. In 2003, he received his Master’s in Public Health Degree from the Bloomberg School of Public Health at Johns Hopkins University. Since 1995, Dr. Plumb has maintained a clinical practice in Lower North Philadelphia, in partnership with Project H.O.M.E., which serves uninsured and formerly homeless individuals. This site serves as a clerkship and elective site for medical students interested in population health. In 2002 he helped initiate the TJUH Center for Urban Health and has fostered partnerships with organizations serving five underserved, diverse neighborhoods. Together with its partners, the Center has received over eleven million dollars in grants and contracts to date that have supported innovative community-based public health programs. For the past eight years, Dr. Plumb has been involved in the Rwanda Health and Healing Project in Gisenyi, Rwanda, and served as a visiting lecturer at the National University of Rwanda in Butare. He has also developed an exchange program involving Rwandan Medical students coming to Jefferson to experience the interface between medical and public health education. To date, 28 students from Rwanda have spent two months at Jefferson, and more than 100 Jefferson students have travelled to Rwanda. Susan Wainwright, PT, PhD Susan Wainwright is an Associate Professor and Chair in the Department of Physical Therapy at Thomas Jefferson University. Dr. Wainwright received a Bachelor of Science in Health Science, a Masters in Physical Therapy and a Masters in Neurology, all from the Philadelphia College of Pharmacy and Science, now University of the Sciences. She subsequently received a PhD in physical therapy from Temple University. She is a physical therapy educator with more than 25 years of experience in academic and clinical education. She is a recipient of the 2009 Bright Idea Award, a peer nominated education award. She is a qualitative researcher with numerous publications, and national and international presentations on her research interests that include professionalism and ethics, the development of expertise, clinical reasoning, and educational outcomes. She is the Secretary of the Qualitative Research Special Interest Group and member of the Programming Committee of the Research Section of the American Physical Therapy Association. In addition to professional service activities in research, Dr. Wainwright is involved locally and nationally in professional service. She serves as treasurer for the Southeast District of the Pennsylvania Physical Therapy Association. She is currently an editorial board member for the Journal of Physical Therapy Education. She will assume the position of editor of this international journal July 2017. She is an on-site reviewer for the Commission for Accreditation of Physical Therapy Education. She provides consultation to Doctor of Physical Therapy programs on curriculum development and assessment. Her prior clinical practice has focused on adult neurologic rehabilitation, specifically adults s/p stroke and traumatic brain injury. Dr. Wainwright currently participates in global health service initiatives locally through the TJU DPT / Methodist pro bono physical therapy practice as well as globally providing physical therapy service in Guatemala in collaboration with Hearts in Motion

Incorporation and evaluation of student professionalism relative to accreditation standards

Professionalism is defined as the conduct, aims, or qualities that characterize or mark a profession or professional person and includes the ethical and legal parameters of a profession, the behaviors and values of members of a profession, and the responsibilities of a profession to patients, society, and others. Professionalism is an implicit expectation of health professionals and health professional students that is taught by faculty members and preceptors in clinical education experiences through direct instruction, modeling, and ideally, coaching and facilitating. Accreditation standards for schools of medicine, nursing, occupational therapy, pharmacy, and physical therapy include explicit language regarding the development of professionalism in their graduates. It can be challenging to teach professionalism to healthcare professional students and to provide evidence of student professionalism to accrediting bodies. In this panel discussion, Jefferson faculty members will discuss how student professionalism is incorporated and evaluated in their respective programs relative to accreditation standards. Objectives: After participating in this session, participants should be able to: 1. Describe examples of how professionalism is incorporated and evaluated in different schools at Thomas Jefferson University relative to the accreditation standards of each respective program. 2. Create or identify new approaches to evaluating student professionalism and demonstrating student professionalism to accreditors. 3. State how these methods/approaches could be incorporated within their own courses or curriculum. Presentation: 34 minute