Examining Health Mentors’ Perceptions of Student Teamwork

Statement of Issue: With the increasing emphasis on interprofessional teamwork in healthcare, the need to train future health care professionals to work together as a functional team to provide patient-centered care is clear. Limited information exists regarding education of health care students and teamwork training.1,2 This research evaluates student team performance. Background: Thomas Jefferson University (TJU) offers a unique, two-year program emphasizing delivery of patient-centered care and providing valuable skill development by pairing interprofessional student teams with a Health Mentor (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. The purpose of this study is to evaluate how the HMs perceive their student teams over time by using the Jefferson Teamwork Observation Guide (JTOG), a survey tool based upon the Interprofessional Education (IPE) Core Competencies.

A Qualitative Evaluation of the Interprofessional Student Hotspotting Learning Collaborative: Perceptions of Student and Faculty Advisor Participants

Introduction: Student participation in interprofessional education has proven beneficial in regards to students’ understanding of professional roles, team situational awareness1,and appreciating the need for collaboration2. The interprofessional student hotspotting learning collaborative enables students to work in teams to help serve patients categorized as health-system “super-users”, defined as those who overuse inpatient and/or emergency hospital services, over a period of six months’ time. This model will allow students to have real patient encounters and to begin utilizing their own roles within interdisciplinary teams. Objective: This study aims to evaluate the impact of the interprofessional student hotspotting learning collaborative on student participants. Methods: Our study analyzes the impact of participation in the hotspotting curriculum on the change in students’ knowledge, attitudes, skills, and behaviors, and identifies which change impacts the largest number of students. Students represent various healthcare specialties including but not limited to nursing, pharmacy, and medicine. Students will be given surveys and will participate in focus groups, and this data will be compiled and analyzed for statistical significance and quantitative analysis for patterns and trends. Results: The results of this study demonstrate that students have improved understanding of their roles on an interprofessional team as well as changes in attitudes towards being a member of an interprofessional team. They also suggest improvements for the program and suggestions for faculty advisors. Conclusions: Using these results, we can further develop the hotspotting program to initiate changes in the behavior of the members of interprofessional teams. Changes in interprofessional behaviors during education can lead to changes in behavior during their careers

Assessment of IPE Core Competencies During Advanced Pharmacy Practice Clinical Experiences

Purpose: To illustrate incorporation of select interprofessional education collaborative (IPEC) competencies into preceptor evaluations of students for advanced pharmacy practice experiences (APPEs). To describe the tool and evaluate the results obtained. Background: Interprofessional education (IPE) is a necessary component of pharmacy curricula. Pharmacy students at this health sciences university participate in a required two-year, longitudinal IPE program during their first two program years; some students participate in additional IPE programming throughout the final two program years. To evaluate the success of these experiences, student achievement of IPEC competencies during their APPEs in the curriculum’s final year was measured. Description of Intervention: During 2014-2015, the curriculum committee updated preceptor evaluations of students by including select IPEC competencies. These applied to core APPE environments: acute care (AC), ambulatory care (AMC), hospital and community pharmacy. The annual 2015 preceptor development program focused on IPE. The updated preceptor evaluations of students were instituted in the 2015-2016 academic year. Results: Student achievement of the competencies was evaluated. Among the three values/ethics IPEC competencies achievement was reached by ≥98.2% of students. Among roles/responsibilities competencies, 81.8% of students accomplished one of these in the AMC environment; ≥98% of students achieved the other roles/responsibility competencies in other APPE environments. Among communication competencies, ≤64% of students accomplished one of these in the AC and AMC environments. Greater than 93% of students achieved the team/teamwork competencies in the AC and AMC environments. Conclusion: Measuring achievement of IPEC competencies during APPEs has confirmed that, overall, pharmacy students appear prepared for interprofessional, collaborative practice. Interprofessional communication is an area for increased focus in IPE activities during years 1-3 of the curriculum. Relevance to Interprofessional Education: This process may be replicable by other health professions. Assessing student achievement of the IPEC competencies during the clinical components of curricula provides valuable information. Two to Three Learning Objectives Identify a process for incorporating IPE competency measurement into preceptor evaluations of students on clinical rotations. Describe the process for evaluating the obtained outcomes in contributing to continuous quality improvement of IPE programming

Making the Rounds: An Iterative Approach to Engaging Faculty and Stakeholders in the Development of an Integrated Curriculum in the Health Professions

Background Setting: Jefferson College of Pharmacy is a 4-year health science education program grounded in both science and clinical practice Problem: Courses in the sciences and clinical practice have historically been siloed in delivery Solution: Revise curriculum using faculty and stakeholder input Timeline: Curricular revision process began in Fall 2021; rollout beginning in Fall 2024 Leadership: Steering committee consists of Associate Dean for Academic Affairs, 3 senior faculty members and a curriculum and instructional design specialist Goals of this iterative curriculum revision process: Meet the needs of today’s learners Provide close spatial and temporal relationships Create holistic thinkers who are practice ready now and into the futur

Pharmacy Strategic Approaches for IPE Assessment

Purpose: The main goal of this presentation is to share pharmacy-specific strategies for assessing the structure, process, and outcomes of IPE programs. Background: An effective assessment plan includes evaluating each component of the IPE model: Structure, Process, and Outcomes. The structure of IPE contains curriculum, facilities, capacity, and technology. The process encompasses development of faculty/preceptors, in addition to engaging students, patients, and collaborative practices. And the outcomes comprise achieving the educational and clinical goals of an IPE program and meeting its vision and mission. There is a need to provide this critical information in a succinct format as a variety of accrediting bodies are expecting discipline specific assessment of IPE. Description of Intervention: Noting that a sound assessment plan should be developed prior to implementing interprofessional education (IPE) programs, the presenters will share successful strategies for evaluating students’ participation and patients’ engagement as partners in developing their care plans. Following a thorough literature review, examples of current tools used to assess the quality of educational and clinical outcomes of IPE programs will be presented. Results: Key IPE assessment tools have been identified and categorized based on the major components of the Kirkpatrick Evaluation Model: (1) reaction; (2a) attitude modification; (2b) knowledge and skill acquisition; (3) behavioral change; (4) change in organizational practice. These tools will be presented relative to their applicability to pharmacy education. Conclusions: It is vital for administrators and faculty to ensure that the mission, goals, and educational, behavioral, and clinical outcomes of IPE programs are met. Improvement initiatives must continually assess the quality of IPE programs. Relevance to interprofessional education or practice: The strategy used to identify and categorize assessment tools can be applied to other healthcare disciplines delivering IPE. These tools, relative to the Kirkpatrick evaluation model, map the specific learning objectives to the educational endeavors. Learning Objectives: 1. Describe a process for identifying assessment tools to utilize in the development of a programmatic IPE assessment plan. 2. Identify how utilizing the various assessment tools, per the Kirkpatrick evaluation model, can be applied to a programmatic curricular map. 3. Summarize “lessons learned” in assessing IPE in various pharmacy curricul

Development of an Inter-professional Root Cause Analysis Workshop within a Required Medication Safety Course

Purpose: To present the development/delivery of an Interprofessional Root Cause Analysis (RCA) Workshop by colleges of pharmacy and nursing at a health sciences university. Background: Hospitals and regulatory agencies emphasize the significance of patient safety and recommend that medication/patient safety principles be introduced in health care professions’ education. A college of pharmacy’s required Medication Safety course introduces essential content on principles including culture of medication safety, error reporting systems, medication error causes and technology’s influence on errors. One key course element is completing a team-based RCA. This assignment was completed solely by Pharm.D. students (fall 2009-2014). Given increased emphasis on IPE, pharmacy faculty partnered with nursing to deliver the program to both disciplines in fall 2015. Description of program: This 2-hour, interprofessional workshop was incorporated into the Medication Safety course for ~ 75 pharmacy students and a required Medical Surgical Clinical Management II course for ~ 125 nursing students. Preliminary findings: Overall performance during this RCA Workshop was high. Each team accurately identified the medication error present in their assigned case. Survey results illustrated that 98% of students agreed/strongly agreed that the workshop contributed to their learning by creating an experience emphasizing the importance of interprofessional teamwork in preventing medication errors. Relevance to interprofessional education or practice: Given the significant roles and responsibilities of pharmacists and nurses in the medication use process, this RCA Workshop was created to mimic a “real world” medication safety healthcare team. Participation enhanced student comprehension and application of medication safety principles and awareness of the roles and contributions of the different health professionals. Recommendations for future investigation and/or incorporation into education and/or practice settings: The faculty will conduct this program again to assess outcomes linked to core competencies for Interprofessional Collaborative Practice (i.e. values/ethics, communication). The long-term goal is to include additional health professions students. Session Learning Objectives: The audience will be able to describe how a novel, collaborative Inter-professional RCA Workshop was used to facilitate inter-professional learning. Describe how a RCA workshop may be able to assist students in meeting IPEC Core Competencies

Study of the Impact of Interprofessional Education on the Advanced Pharmacy Practice Experiences of Jefferson School of Pharmacy Students

Purpose • To evaluate the impact of interprofessional education (IPE) in the first three years of pharmacy school •This was investigated by looking at students’ preparedness for and degree of interprofessional collaboration in the final year of advanced pharmacy practice experiences (APPEs

Impact of IPE in Advanced Pharmacy Practice Experiences of the Jefferson School of Pharmacy Students Relative to the IPE Core Competencies

Background • First and second-year pharmacy students participate in a required two-year, longitudinal IPE experience. • Pharmacy students may participate in other, independent IPE programs during their time in the pharmacy program. • The impact of IPE in the first three years of the pharmacy curriculum on the advanced pharmacy practice experiences (APPEs) has not been evaluated

Health Mentors\u27 Evaluation of Program Impact and Student Effectiveness

Background • Previous research studies have focused on student perceptions regarding interprofessional education (IPE)1 • This pilot study evaluated the Health Mentor’s (HM) perspective relative to the program’s succes

Developing and Evaluating Teamwork Skills using an Interprofessional Simulated Discharge Planning Meeting

Purpose: The Clinical Discharge Scenario (CDS) provides students the opportunity to work as an interprofessional team in a simulated scenario. Evaluating student competence in teamwork skills provides insight into their ability to work as effective team members. Background: A literature review reveals the majority of tools assessing student learning in interprofessional education (IPE) measure satisfaction, attitudes and knowledge (Abu-Rish et al., 2012). Kirkpatrick’s evaluation model proposes a hierarchy of changes as a result of training (Kirkpatrick, 1979). At the highest level is transfer of learning to change behavior. Assessment of IPE influenced behavior change is limited (Abu-Rish et al., 2012). Description of Intervention: Interprofessional student teams participate in a simulated discharge planning meeting with an elder female patient and her adult daughter (standardized patients). Student teams develop a discharge plan for the patient. Teamwork is assessed via Team Observation checklists (Herge, et al, 2015) completed by faculty observers and standardized patients. Students debrief with faculty and standardized patients and complete a posttest identifying one thing they learned from the experience. Results: Three years of data spring 2014-2016 was analyzed. Preliminary results indicate students were rated as above average on team skills. Thematic analysis of the posttest revealed 7 themes: communication, client centered care, meeting structure, IPE teams, family/caregiver, student experience and difficult patient. Conclusion: The CDS is an effective way for students to practice teamwork skills in a simulated environment. Evaluating student behavior in this setting provides data regarding student ability to apply learning and demonstrate teamwork skills. Relevance to Interprofessional Education: The Institute of Medicine report (IOM, 2015) calls for greater measurement of IPE impact on practice and behavior change. Simulated patient encounters provide students the opportunity to practice teamwork skills and faculty to measure student teamwork skills as related to IPE. Learning Objectives: At the conclusion of this session participants will: Recognize the value of simulated learning activities in interprofessional education. Describe the learning outcomes of an interprofessional simulated team activity. Identify ways to evaluate performance as an outcome of interprofessional education in their own educational/clinical setting. References: 1. Abu-Rish, E., Kim, S., Choe, L., Varpio, L., Malik, E., White, A. A. & Thigpen, A. (2012). Current trends in interprofessional education of health sciences students: A literature review. Journal of Interprofessional Care, 26(6):444-451. 2. Kirkpatrick, D. L., (1979). Techniques for evaluating training programs. Training and Development Journal. 33(6):178-192. 3. Herge, E. A., Hsieh, C., Waddell-Terry, T. & Keats, P. (2015). A simulated clinical skills scenario to teach interprofessional teamwork to health profession students. Journal of Medical Education and Curricular Development. 2:27-34. doi:10.4137/JMECD.S18928 4. Institute of Medicine (2015). Measuring the impact of interprofessional education on collaboration and patient outcomes. Washington, D.C.: The National Academies Press