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

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

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

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

Bringing the Patient\u27s Voice into Teamwork Assessment Using the Jefferson Teamwork Observation Guide (JTOG)

Purpose: To test the feasibility of using the Jefferson Teamwork Observation Guide (JTOG) as a mobile application with diverse patients to gather perceptions of team-based care delivery. Background: A validated tool assessing IPE core competencies is a significant gap in the literature (IOM, 2015). Little research has demonstrated links between effective teamwork and improved patient outcomes. In 2015, a research team validated the JTOG tool to assess team function. This JTOG was then converted to a mobile application, and individual, patient, and caregiver versions were developed, allowing for 360° evaluation. Description of Intervention or Program: A research team piloted the Patient JTOG mobile application, asking patients to participate in a survey consisting of one open-ended and ten Likert scale questions. Items were tied to the domains of interprofessional collaborative practice – communication, values/ethics, teamwork, and roles/responsibilities (IPEC, 2011) – and one patient-centeredness (PC) domain. Results: Four hundred and forty three patients completed the JTOG, ranging in age from 18-90+. Of the diverse patient population, 52% were female and 39% male. Eighty-seven percent of patients responded “strongly agree” to a question about the importance of teamwork in healthcare. Teams received a mean score from 3.51 to 3.60 out of 4.0 for the eight IPE competency questions. Overall satisfaction with the teams evaluated was 3.83. Items were subjected to a principal axis factor analysis with varimax rotation and a screen plot inspection was used to determine the number of factors to extract. A Cronbach’s alpha was 0.93. Conclusion: Our study confirms the feasibility of using the Patient JTOG app to elicit patient perceptions of teams in inpatient and outpatient settings. By completing this survey, patients provided real-time feedback and summary reports were sent to care teams to improve team functioning. A full validation study of the Patient JTOG is now underway, and a multi-institutional study is planned to assess its use in other healthcare institutions. Relevance to interprofessional education or practice: Assessment strategies must incorporate the voice of the patient as we move forward in developing new tools to assess team function, identify behaviors consistent with effective teamwork, and demonstrate the impact of collaborative practice on patient outcomes. Learning Objectives: Two to three measurable learning objectives relevant to the conference goals. 1) Describe a new mobile tool for gathering patient feedback on patient-centered team based care 2) Apply lessons learned for 360° competency-based assessment of interprofessional education and collaborative practic

Creating a Large-Scale Interprofessional Student TeamSTEPPS® Curriculum with Simulation

Purpose: To create a large-scale longitudinal interprofessional TeamSTEPPS® curriculum incorporating simulation. Background: TeamSTEPPS®, developed by the Agency for Healthcare Research and Quality (AHRQ) and the Department of Defense, is an evidence-based framework for enhancing teamwork and communication skills to reduce medical errors and improve patient safety. Description of Intervention or Program: Throughout two years, faculty and staff at an urban health sciences university piloted TeamSTEPPS® programs with 124 interprofessional students involving didactic, simulation, debriefing and reflection components. Coordinators developed patient cases and student and facilitator guidelines, allowing for facilitated role play to apply the skills learned. A modified version of this program was then piloted with 240 medical students to test the ability to scale it up while maintaining the integrity of the learning objectives. Previously-trained medical students served as co-facilitators. Results: The average scores for evaluation items related to the extent to which students acquired specific communication and teamwork skills were consistently high for all workshops. Ninety-eight percent of all interprofessional respondents agreed or strongly agreed that their notions of the roles of other professionals improved as a result of the workshop. Eighty percent of all medical students recommended repeating the workshop the following year. Unsolicited, 18% of medical school respondents indicated the training would be more valuable if conducted interprofessionally. Conclusion: Given positive results and the desire to conduct the training interprofessionally, an interprofessional longitudinal TeamSTEPPS® curriculum involving simulation is being developed. Medical, nursing, pharmacy and physician assistant students (~520) will be included in the first year. A train-the-trainer approach will be employed, adding clinical/patient/client complexity for more advanced students. Relevance to Interprofessional Education or Practice: At a time when an estimated 100,000 hospitalized patients die yearly due to medical errors (Institute of Medicine, 1999) and two thirds of sentinel events originate from poor communication (The Joint Commission, 2007), students must be equipped with tools to help them support interprofessional team members in delivering safe, patient-centered care once in practice. Seminar outline/timeframe of presentation and interactive discussion: 3 minutes: Introductions 22 minutes: Project overview and brief TeamSTEPPS® didactic presentation with videos 5 minutes: Break into small groups and prep volunteer patients and care team members 15 minutes: Simulation in small groups 5 minutes: Small group debrief 10 minutes: Whole group debrief and lessons learned 5 minutes: Wrap-up and evaluation Two or three measureable learning objectives relevant to the conference goals: Identify the benefits and challenges of implementing TeamSTEPPS® on a large scale with multiple professions Describe methods for implementing effective interprofessional TeamSTEPPS® training curricula Explain the value of role play/simulation in helping students apply TeamSTEPPS® skills Citations: The Institute of Medicine (IOM). (1999) To err is human: Building a safer health system. Washington, DC: National Academies Press. The Joint Commission (JCAHO). (2007). Improving America’s hospitals: the Joint Commission’s annual report on quality and safety. The Joint Commission. Retrieved from http://www.jointcommission.org/assets /1/6/2007_Annual _Report.pdf

Jefferson Center for InterProfessional Education (JCIPE)

Mission Statement To promote excellence in healthcare through interprofessional education and scholarship. Vision Statement JCIPE will define the future of interprofessional care by creating a culture of collaborative educational practice, setting the standards for patient-centered care and team-based training, and becoming a national/international leader in developing an evidence-base to support interprofessional education.https://jdc.jefferson.edu/jcipeposters/1001/thumbnail.jp