You Tube: An Innovation Promoting IPP Immersion Opportunities for Health Science Students

One of the primary goals for health science educational programs is to support the development of evidenced based, critically reflective entry-level healthcare professionals who practice within a patient centered interprofessional model of care. Recognizing the importance of experiential learning in preparing students, Seton Hall University Core Signature IPE Experience employs social media innovations to immerse students in real life situations. Specifically, You Tube is used as a platform for students to meet “in person” patient/clients within their “real- life situations” during their didactic coursework. You Tube IPP immersion opportunities do not replace hands on activities within real life situations, but it does offer educators an alternate medium to engage students as active learners. You Tube IPP immersion experiences can be used to prepare students by allowing them to err without harming the patient, it also provides students the opportunity to build their self-confidence as entry-level health care professionals. This presentation will describe the You Tube IPP immersion experience used at SHU, discuss perceived benefits, and engage participants in collegial discussion addressing how to infusion You Tube IPP immersion opportunities within their educational curriculums. Results: Data on faculty and student perceptions regarding the You Tube IPP immersion opportunity used at SHU to provide students across health professional programs with a sustainable and consistent immersion experience will be shared. Conclusion and Relevance: As health science educators we must assess the utility of emerging web based technologies to assist us in meeting the needs of preparing interprofessional healthcare practitioners. The You Tube IPP immersion model used at SHU is one potential innovation that provides an opportunity to engage students across professions as they seek to learn from and with each other. The You Tube IPP immersion model offers a safe environment for students to observe and engage in real life health care scenarios without the potential for harm to the patient. Learning objectives: 1) Describe You Tube IPP immersion experiences 2) Explore faculty and students perceptions of You Tube IPP immersion experiences in promoting learning and IPP. 3) Engage participants in collegial discussion addressing how to infusion You Tube IPP immersion opportunities within their educational curriculums

Dual task training for the geriatric client: Promoting attention to detail

Objectives: To describe the impact of dual tasking on the functional mobility of older adults To explore the role of interprofessional educational series to impact older adults attention to detail To discuss the utilization of technology and social media in dissemination of an interprofessional educational series for older adult

Creating Faculty Engagement in Interprofessional Learning Experiences

ENGAGEMENT FOSTERS AN UNDERSTANDING OF THE IMPORTANCE OF THE IPE JOURNE

Linking Academic and Clinical Leaders to Promote IPP

Missing link in IPE Ensuring that all health care professionals recognize the importance of an interprofessional practice model for patient-centered care is paramount in today’s health care arena. While, the use of IPE experiences is not new in the academy linking those experiences to rich clinical experiences is less frequently observed. Academic faculty partnering with clinical residency programs to design learning environments that capitalize upon the strengths of both can create an insightful IPE educational experience for students during their didactic training and support IPP. This partnership provides mentorship for residents transitioning from their role as clinicians to that of an educator and advocate of IPP with students

Core Signature Experience: A Sustainable Model for IPE

Objectives • To describe an adult learning framework using “structured immersion approach (SIA)” •To explore options for the development of core signature IPE offerings •To discuss the value of sustainable and consistent IPE experiences in fostering IP

The Use of Video Self-Monitoring Embedded with Mentorship as a Medium to Enhance Experiential Learning Opportunities and Promote Critical Thinking Skills for Educators and Health Science Professionals Working with Children with Autism

Increased prevalence of Autism has generated higher enrollment in educational settings.┬á Teachers must incorporate specialized teaching strategies to address the unique educational and behavioral challenges facing children diagnosed with autism. This is accomplished by providing teachers with educational opportunities that promote such learning. In the academic world, experiential learning opportunities are used to provide a bridge between didactic coursework and on-the-job practice that fosters skill acquisition and critical thinking. Video self-monitoring (VSM) is one type of learning strategy used in experiential learning environments to develop learnerΓÇÖs critical thinking by building on direct experiences, performance feedback (PF), and reflection (R). This study investigates the impact an experiential teacher training framework, consisting of VSM, PF, and R with and without mentoring has on sustained and generalized teacher performance on two dependent variables ΓÇô Learn Unit (LU); Rate of Effective Instruction (ROI). In this exploratory study 6 female teachers instructing 3-5 year-old autistic children participated in the study. Teacher performance on LU and ROI was evaluated after: Phase 1 ΓÇô 2-hour workshop; Phase 2 ΓÇô training: using the VSM. PF, R with and without mentoring; Phase 3 ΓÇô follow-up: VSM. PF, R and mentoring are removed. Findings revealed that while VSM, PF, R appeared to enhance teacher performance and sustainability of procedural integrity, the greatest and most consistent improvement was observed among teachers who received mentoring as opposed those who did not. Practical applications of this experiential learning teacher/educator training framework for the advanced education of teachers and health science professionals working with this population are highlighted.┬

Using Schoolwide Core Signature IPE Experiences to Create a Culture of Inquiry

Purpose: To describe a model for infusing the generalized empirical method (GEM) into a Schoolwide Core Signature IPE Experience to create a Culture of Inquiry. Background: As we continue to develop and refine IPE experiential learning opportunities at Seton Hall University amongst the commonality identified across health science professionals is the need to use “inquiry” to promote and develop evidenced based patient-centered care plans. Creating a culture of inquiry within our IPE experiential learning opportunities is paramount as learning experiences are but an “invitation to an intellectual journey”. Bernard Lonergan who wrote on the “Generalized Empirical Method” (GEM), and self-appropriation suggests that one’s ability to get to know themselves in the deepest sense via true understanding is a means for knowing and understanding all other disciplines. As part of the interprofessional community of learners, educators must promote students intellectual journey with personal effort, involvement, and self-reflection to insure that transformation of one’s self emerges. Armed with deeper insight students can begin to engage in interprofessional dialogues which seeks to disperse academic “silos” for the emergence of a common ground for effective patient-centered care. This presentation will describe how the GEM was infused into a Schoolwide Core Signature IPE Experience to create a culture of inquiry. Preliminary Results: Qualitative data from faculty and student focused interviews exploring perceptions of GEM infused IPE Core Signature experience in promoting a culture of inquiry will be shared. Relevance and Recommendations: Developing rich and meaningful interprofessional learning opportunities is not only paramount for students, but for healthcare professions and the patients they serve. Interprofessional practice environments need insightful inquisitive healthcare professionals to meet the needs of our diverse populations. This model infuses the GEM to support student’s intellectual insight development, self-appropriation and thereby create an IP culture of inquiry. OBJECTIVES Upon completion of this presentation participants will be able to: Discuss the underlining tenets associated with GEM used in a Schoolwide Core Signature IPE Experience to create a culture of inquiry Describe options for GEM in their own IPE experiences to promote a culture of inquir