An event every week that begins at 11:00am on Thursday, happening 7 times
Thursdays, January 12 – February 23, 2012.
Des Moines University and the International Association of Medical Science Educators (IAMSE) present this faculty development webinar series.
While not a new concept, Interprofessional Education (IPE) has generated considerable interest in the past several years. IPE involves more than simply having students from various programs taking common classes together. An IPE curriculum is designed to promote an understanding, appreciation and application of the roles, talents and responsibilities of the members of the health care team. The Winter IAMSE webcast seminar series brings together a collection of the leaders and programs that have implemented successful IPE activities. This series will begin with an overview of IPE and how it has grown over the years followed by a perspective on what is involved in developing a successful program. Specific sessions will include: An IPE course incorporating a community-based service learning project, an IPE Honors Colloquium, clinical clerkship IPE experiences, a comprehensive curricular design and a set of IPE activities including the requisite faculty development to make it all happen.
Amy Blue, Ph.D., Assistant Provost for Education and Professor of Family Medicine at the Medical University of South Carolina, Charleston, South Carolina
Implementing interprofessional education (IPE) activities and establishing an IPE program can appear daunting. Known challenges include issues of leadership commitment, faculty and student buy-in, coordination across programs, academic calendars and class schedules, faculty development, and resources. Based upon the literature and the experience of one academic health science center, the Medical University of South Carolina (MUSC), this session will discuss successful strategies for launching a sustainable IPE program at an academic health center. Unique to the MUSC IPE program is the inclusion of biomedical graduate studies students. An example program implementation framework and conceptual learning model with associated student learning goals will be presented. Required IPE student learning experiences, extra-curricular IPE experiences, and faculty development activities will be highlighted. Student assessment and program evaluation approaches will be briefly discussed. The objectives for the session are:
This webinar will inform other institutions embarking on the development of IPE activities and establishment of a program possible approaches for their own efforts.
Susan K. Tappert, PT, D.P.T., Assistant Professor and Chair of the Department of Interprofessional Healthcare Studies in The College of Health Professions at Rosalind Franklin University
Diane R. Bridges, MSN, RN, CCMMSN, RN, CCM, Director of the Healthcare Administration and Management Program and Assistant
They will detail the logistics of student enrollment in this course, describe how students are divided into interprofessional teams, how they use small group discussion to achieve the purpose of the course which is to help prepare the health care professional student to provide effective patient-centered health care through small group discussion and problem solving activities. They will also discuss barriers and challenges to creating a successful course like ours.
Chair of the Department of Interprofessional Healthcare Studies at Rosalind Franklin University In this session they will discuss the Interprofessional (IP) Teams and Culture in Health Care course at Rosalind Franklin University of Medicine and Science. The course introduces students to the concept of interprofessional teams, the influence of culture in health care, and the importance of service learning.
They will discuss the topics included in the course which are: team interaction; communication; service learning; information literacy; quality improvement; healthcare professions,; diversity in society; the impact of culture, ethnicity and religion on communication and the provision of services; disparities in the healthcare delivery system; and awareness of the impact of a provider’s own wellness and illness beliefs on the decisions he/she makes for patients.
They will then describe how our interprofessional teams of students develop and participate in significant community need based service learning projects. The purpose of our service project is to promote Prevention Education in the areas of Physical Fitness, Preventive Screening, Nutrition, and Making Healthy Choices. After completing their projects students create a poster, participate in reflection, and celebrate their achievement with community partners and our university at large.
Andrea Pfeifle, Ed.D., P.T., Assistant Professor, Director of Education for DFCM, University of Kentucky College of Medicine
Health profession education programs are increasingly being challenged to prepare practice-ready graduates who deliver high quality patient/community-centered care as effective members of interprofessional teams.
To meet this demand, students enrolled in health science programs at the University of Kentucky participate in a semester-long interprofessional honors course designed to provide them with a forum to explore the characteristics and implications of collaborative practice around one or more cross-cutting healthcare challenges while learning more about themselves as team members. As a result of participation in this course, students learn to understand, appreciate and value interprofessional collaboration among their colleagues. Multiple colleges participated in needs assessment and feasibility study in 2008 and subsequent course design, planning, and implementation of the interprofessional honors colloquium.
Ultimately the course has become a collaborative project across eight colleges and 12 educational programs, wherein each contributes equally-valued resources. Faculty from the participating colleges acted as instructors, lecturers, or small group facilitators. Students are invited by their respective deans to pa
rticipate. Twenty-six students enrolled in the course initially. Three years later, course enrollment has more than doubled and there is an impressive waiting list. Despite competing demands and limited resources, 100% of the faculty have been retained and students frequently enroll for more than one semester. Data suggests that the course experience has an impact on students attitudes toward, respect for, and understanding of teamwork and one another’s professional roles.
Terry Wolpaw, M.D., MHPE, Associate Dean for Curricular Affairs, Case Western Reserve Univeristy School of Medicine
Sharon E. Milligan, Ph.D., MSW, M.P.H., MS, LISW-S, Associate Dean for Academic Affairs, Associate Director, Center on Urban Poverty and Community Development, Associate Professor, Mandel School of Applied Social Sciences, Case Western Reserve University
Patricia W. Underwood, Ph.D., RN, FAAN, Executive Associate Dean for Academic Programs, Associate Professor in the School of Nursing, Frances Payne Bolton School of Nursing, Case Western Reserve University
Kristin Z. Victoroff, DDS, Ph.D., Associate Dean for Education, Associate Professor Department of Community Dentistry School of Dental Medicine, Case Western Reserve University
Case Western Reserve University’s Health Professions Schools are implementing a series of interprofessional workshops that bring together students from the schools of dental medicine, medicine, nursing and applied social science. In this webinar, we would like to share our lessons learned and successes in implementing an interprofessional workshop on obesity for over 500 students in four health professions, done entirely in small groups. Because we wanted to have an interactive, learner-centered focus for the sessions, students worked in one of 46 small, interprofessional groups, each facilitated by a faculty member from one of the four health professions schools.
The webinar will focus on the following elements: 1) central support and clear goals, 2) a small, cohesive interprofessional planning group, 3) a small group workshop format with activities around relationship building, a common patient experience, review of each health profession’s literature, and reflection, 5) evaluation, and 6) lessons learned.
This four-part series is one component of a much larger interprofessional initiative that incorporates classroom, community, and patient care settings. The overall goals for the interprofessional workshops are to bring students together in the small group setting to: 1) interact with peers from other health professions schools; 2) describe the roles/education for each other’s health professions 3) examine select articles from each profession’s literature, and 4) appreciate opportunities for collaboration among our professions to improve outcomes for patients/clients/communities.
The evaluation data has helped us to address the following questions: 1) What do students perceive as salient features of each other’s professions; how do student react to the perceptions of their professions by students from other health professions? 2) What is the nature of the insights that emerge about a topic when learning in an interprofessional group? 3) What opportunities for collaboration do students identify for helping people with obesity? 4) What value do students from four health professions find in interacting together?
Patricia McGettigan, M.D
Susan Mackintosh, D.O., M.P.H., Curriculum Advisor, College of Osteopathic Medicine of the Pacific, Western University of Health Sciences
John Tegzes, MA, VMD, DABVT, Professor, Veterinary Toxicology, Co-Director Phase I, College of Veterinary Medicine, Western University of Health Sciences
This talk will describe the development and implementation of the 3 phase interprofessional education curriculum at Western University of Health Sciences (WesternU). Included in the presentation will be a brief description of the planning process, development of the curriculum and development of the assessment plan. The presenters will also describe the development and implementation of the faculty development process that was utilized at WesternU. The talk will describe to the participants the lessons that were learned throughout the process, and will describe changes made to the processes and the curriculum based upon lessons learned. The presenters will also provide sage advice for the participants to help them prepare for implementation of an interprofessional education curriculum/program at their respective institutions.
For additional questions regarding IAMSE or to view past webinars, please visit www.iamse.org.