Embedding Mindfulness Practice in Entry-Level Occupational Therapy Education Program: Experiences and Outcomes

Objective: To embed mindfulness practice into an entry-level occupational therapy curriculum and assess outcomes to reduce student stress and promote well-being

Developing and Sustaining Innovations in Interprofessional Education

Purpose: The purpose of this seminar is to discuss the process of developing and sustaining a longitudinal interprofessional education (IPE) program. Background: Recent reports from the Interprofessional Education Collaborative and the World Health Organization have reinforced the importance of training the healthcare workforce for future collaborative practice. As a result, we are now starting to see new innovations in academic institutions where pre-licensure training programs are integrating interprofessional education into existing uniprofessional curriculums. However, developing and sustaining IPE programs can be a challenging process, complicated by varied schedules, differing accreditation standards, faculty buy-in, and limited funding for IPE innovation. Description of Intervention/Program: The Jefferson Health Mentors Program (HMP) is a two-year longitudinal IPE curriculum that brings together faculty and students from six training programs, including: couple and family therapy, medicine, nursing, occupational therapy, pharmacy, and physical therapy. Student teams are partnered with a volunteer Health Mentor, a person with a chronic health condition and/or impairment, and complete a series of team-based curricular modules addressing the health mentor’s life and health history, as well as his/her wellness, safety, and health behaviors. Since program inception and initial curricular content development in 2007, interprofessional teams of HMP faculty content experts, student course liaisons and administrative staff have been continuously modifying the HMP curriculum and seeking new ways to sustain this large longitudinal IPE program. Curricular modules are modified each year based of faculty feedback, student course evaluations, focus groups and mixed-methods evaluation data. Results/Conclusion: Developing an interprofessional education module or program takes time, resources and collaboration. Using the Jefferson HMP as an example, we will explore approaches to IPE curriculum development and revision as well discuss lessons learned for sustaining an effective IPE program, which can be adapted to any educational setting. Learning Objectives: At the end of the seminar, participants will be able to: Design an interprofessional education curricular activity for integration into uniprofessional training programs Identify three specific components needed to sustain an interprofessional education innovation References: Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for Interprofessional collaborative practice: Report of an expert panel. Washington,D.C.: Interprofessional Education Collaborative. World Health Organization: Framework for Action on Interprofessional Education & Collaborative Practice.Geneva, WHO, 2010. Available at http://www.who.int/hrh/resources/framework_action/en/

Interprofessional Faculty Development: Looking Back, Moving Forward

The need to incorporate interprofessional education (IPE) in healthcare professions training is well known, dating as far back as the 1972InstituteofMedicinereport. Since its inception in 2007, the Jefferson Health Mentors Program (HMP) incorporates students from six different professions in a longitudinal program at Thomas Jefferson University (TJU). A core group of faculty have been responsible for the development, implementation and maintenance of this large interprofessional program. The HMP faculty has increasingly recognized the need for new strategies to recruit additional faculty, to support faculty development, and to sustain faculty participation in this program. In this session, we will describe the faculty development program used at TJU that provides faculty with the skills needed to facilitate interprofessional small group sessions, to provide formative feedback to students from multiple professions, and to lead discussions within their own courses that incorporate aspects of interprofessionalism. Specific faculty development tools will be described, including: 1) online faculty guides; 2) instructional workshops; 3) an online question and answer tool; and 4) faculty mentorship. Preliminary anecdotal findings suggest that faculty are receptive to these support tools and workshops. Faculty find it helpful to have the ability to preview material, discuss content and teaching methods with seasoned facilitators, and attend or listen to workshops which provide an outline for facilitating each IPE session. Plans to formally evaluate this faculty development program will also be shared. Motivating faculty to participate in IPE programs is imperative to sustaining innovations in IPE. Providing a multipronged approach to faculty development can assist health professions faculty in teaching IPE competencies and will ultimately increase faculty retention and support for IPE. Learning Objectives: The participant will be able to: Identify a model for interprofessional faculty development. List 3 strategies to sustain faculty participation in an interprofessional program. Compare and contrast methods for evaluation of a faculty development program

Plagiarism: Managing Today\u27s Academic Challenge (panel discussion)

A panel discussion by TJU faculty focusing on the Jefferson policy on plagiarismand tools to recognize it and help proactively prevent it. Panel: 1 hour and 12 minute