Assessing Interprofessional Education

The National Center for Interprofessional Practice and Education states that number one expressed need from educators, practitioners, and researchers regarding interprofessional education (IPE) is about measuring IPE and its effectiveness. Unfortunately, there is no simple solution to assessing IPE since every setting has unique measurement needs and, even within a setting, these needs may change at different times with different groups for different purposes. While this presentation will not recommend which IPE outcomes to measure or which tools to use, it will provide guidance on what to look for when selecting an assessment instrument and will provide foundational information and tips for practical application of IPE assessment. Those interested in measurement of IPE should find this presentation helpful as a first step to lay a solid foundation for research and clinical endeavors

2019 Update: Developing Quality Interprofessional Education for the Health Professions

In order to provide quality and cost-effective care, health professionals must be better prepared to lead and collaborate in interprofessional teams. This is the foundation for interprofessional education (IPE), which is a required element for the accreditation of many health professions programs. The Health Professions Accreditors Collaborative (HPAC) recognizes that accreditation must play an important role promoting quality IPE that leads to effective health outcomes, including encouraging communication and collaboration across professions and the institutions that sponsor educational programs. In February 2019, HPAC developed a document in collaboration with the National Center for Interprofessional Practice and Education to provide guidance so that students are prepared for interprofessional collaborative practice upon graduation. The goals of the provided guidance are twofold: 1. To facilitate the preparation of health professional students in the United States for interprofessional collaborative practice through accreditor collaboration; and 2. To provide consensus guidance to enable academic institutions in the United States to develop, implement, and evaluate systematic IPE approaches and IPE plans that are consistent with endorsing HPAC member accreditation expectations. This presentation will summarize this guidance document in an effort to encourage increased communication and collaboration and to provide guidance on expectations related to quality IPE

2019 Update: Developing Quality Interprofessional Education for the Health Professions

In order to provide quality and cost-effective care, health professionals must be better prepared to lead and collaborate in interprofessional teams. This is the foundation for interprofessional education (IPE), which is a required element for the accreditation of many health professions programs. The Health Professions Accreditors Collaborative (HPAC) recognizes that accreditation must play an important role promoting quality IPE that leads to effective health outcomes, including encouraging communication and collaboration across professions and the institutions that sponsor educational programs. In February 2019, HPAC developed a document in collaboration with the National Center for Interprofessional Practice and Education to provide guidance so that students are prepared for interprofessional collaborative practice upon graduation. The goals of the provided guidance are twofold: 1. To facilitate the preparation of health professional students in the United States for interprofessional collaborative practice through accreditor collaboration; and 2. To provide consensus guidance to enable academic institutions in the United States to develop, implement, and evaluate systematic IPE approaches and IPE plans that are consistent with endorsing HPAC member accreditation expectations. This presentation will summarize this guidance document in an effort to encourage increased communication and collaboration and to provide guidance on expectations related to quality IPE.https://digitalrepository.unm.edu/hsc_ipe_posters/1008/thumbnail.jp

Standardized Patient Assessment of Communications in Pharmacy and Medical Students

Use of activities (i.e. objective structured clinical examinations, or OSCEs) involving standardized patients (SPs) is a commonly used method of assessing communication skills in health sciences education is through the. The use of SPs was associated with higher scores on communications assessments and significant improvements on many subsections of a communications assessment tool in pharmacy students. However, these studies used faculty (not the SPs) to assess the students. While the use of SPs as direct evaluators of communication skills is recognized in medical education it is poorly defined in pharmacy education. In addition, interprofessional education (IPE) environments (including the one here at the University of New Mexico) are likely to use the same SPs to help train and assess students coming from an array of health professional programs. This project studied the utility of using SPs as evaluators of communication skills in pharmacy students and determined the extent of the difference in SP assessment of communication skills in pharmacy and medical students. We believe such knowledge will be helpful for designing and assessing IPE activities that involve SP interactions

Inclisiran: Small Interfering Ribonucleic Acid Injectable for the Treatment of Hyperlipidemia

Elevated plasma lipid levels, especially low-density lipoprotein, are correlated with atherosclerotic cardiovascular disease (ASCVD) and increased risk of ischemic heart disease and stroke. Statins are first-line agents for reducing low-density lipoprotein cholesterol (LDL-C) and the risk of major cardiovascular events, but patients with a genetic susceptibility or established ASCVD oftentimes remain subtherapeutic on statin therapy alone. Biotechnological advancements in medication therapy have led to the development of inclisiran, a recently approved twice-yearly injectable agent to help patients with heterozygous familial hypercholesterolemia and clinical ASCVD on a maximally tolerated statin to reach LDL-C targets. Inclisiran has demonstrated robust LDL-C reduction in clinical trials in combination with a favorable safety profile; however, the effect on cardiovascular clinical outcomes still remains under evaluation

Standardized Patient Assessment of Communications in Pharmacy and Medical Students

Use of activities (i.e. objective structured clinical examinations, or OSCEs) involving standardized patients (SPs) is a commonly used method of assessing communication skills in health sciences education is through the. The use of SPs was associated with higher scores on communications assessments and significant improvements on many subsections of a communications assessment tool in pharmacy students. However, these studies used faculty (not the SPs) to assess the students. While the use of SPs as direct evaluators of communication skills is recognized in medical education it is poorly defined in pharmacy education. In addition, interprofessional education (IPE) environments (including the one here at the University of New Mexico) are likely to use the same SPs to help train and assess students coming from an array of health professional programs. This project studied the utility of using SPs as evaluators of communication skills in pharmacy students and determined the extent of the difference in SP assessment of communication skills in pharmacy and medical students. We believe such knowledge will be helpful for designing and assessing IPE activities that involve SP interactionshttps://digitalrepository.unm.edu/hsc_ipe_posters/1007/thumbnail.jp

PS2-15: Sex-Specific Differences in the Protective Effect of Statins on Skeletal Fractures

Background: Recent reports indicate that HMG-CoA reductase inhibitors (statins), used for prevention and treatment of dyslipidemia and CVD, might have a beneficial effect on bone metabolism. Limitations of previous studies do not allow unequivocal conclusions about bone-sparing effect of statins