uams faculty development model and metrics to date for ...€¦ · inception and has been involved...

UAMS Faculty Development Model and Metrics to Date for

Faculty Facilitator Skill-Building and Institutional Certification

www.facebook.com/uamsipe [email protected] https://twitter.com/UAMSIPEFaculty

© 2017 UAMS Office of Interprofessional Education All Rights Reserved

UAMS Disclosure Policy It is the policy of the University of Arkansas for Medical Sciences (UAMS)

College of Medicine to ensure balance, independence, objectivity, and scientific rigor in all directly or jointly provided educational activities.

All individuals who are in a position to control the content of the educational

activity (course/activity directors, planning committee members, staff, teachers, or authors of CE) must disclose all relevant financial relationships they have with any commercial interest(s) as well as the nature of the relationship. Financial relationships of the individual’s spouse or partner must also be disclosed, if the nature of the relationship could influence the objectivity of the individual in a position to control the content of the CE. The ACCME and ACPE describe relevant financial relationships as those in any amount occurring within the past 12 months that create a conflict of interest. Individuals who refuse to disclose will be disqualified from participation in the development, management, presentation, or evaluation of the CE activity.


UAMS Disclosure Policy (cont’d) • The following planners, speakers, moderators, and/or panelists of

this CE activity have no relevant financial relationships with commercial interests to disclose:

• Wendy Ward, PhD, ABPP (speaker/planner) • Laura Smith-Olinde (planner) • Ashley Castleberry, PharmD, MAEd (planner) • Kathryn Neill, PharmD (planner) • Mary Cantrell, MA (planner) • Cathy Buzbee, MHA, RNP, OCN (planner) • Sherry Johnson, BA (planner)


Objectives • Identify key IPE Facilitation and Design Skills that need to

be developed in faculty

• Identify key components of faculty development for success as well as pitfalls to avoid.

• Develop ways to apply this training model at attendee’s institutions.



Leadership Team

Kathyrn Neill, Pharm.D., is the director of Interprofessional Administrative and Curricular Affairs. Kathryn has done a great job keeping the program moving forward as co-director. The assistant dean for academic and administrative affairs in the College of Pharmacy, she has chaired the IPE Curriculum Pillar team since its inception and has been involved in campus-wide IPE activities for several years.

Wendy Ward, PhD, a professor in the College of Medicine’s Department of Pediatrics, is the director of Faculty Development. It was her hard work developing workshops on standard of care guidelines for interprofessional treatment of pediatric obesity and directing the fellowship program that trains pediatric psychologists in interprofessional team care that helped earn her the Chancellor’s Teaching Award for Society and Health Education Excellence in 2015.

Administrative Team

Program Manager: Matthew Pearson, MBA, MPH, MSIQ, MSSE Administrative Analyst: Kenneth Vigbedor

Program Administrator: Wendy Kay McCloud, MA

Funding

Community Engagement

Curriculum

Exposure Workshop

Bridge Activity

Simulation Activity

Competence Workshop

Triple Aim Project

Student Educator Activity

Assessment & Evaluation

Collaborative Practice

Exemplars

Honor Society QI and Grant

Funding

Evaluation

Scholarship

Exemplars Profiles

Grant Writing

Five Pillar Teams

Intentional and Deliberate:


Educating Tomorrow’s Professionals • 2,870 Students • 804 IP Residents • 1,522 Faculty Members


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EXPOSURE (NOVICE) o ½ day workshop o Content: Triple Aim,

PFCC, Health Literacy, Cultural Competence, SDOH, etc

IMMERSION (INTERMEDIATE) o Triple aim Project o Simulation

COMPETENCE (ADVANCED) o ½ day workshop o Practice Activity o Student Educator

Activity

Bridge activity: Evaluation, reflection

Bridge activity: Common book, Clinical rounds, 12th St HWC

Center, reflection

IPE Quadruple Aim Curriculum at UAMS


IPE 201


Objectives of Certification Workshop • IP Relationship-Building •Facilitator Skills •Dealing with Common Problems •Event Design Skills •Active Learning •Leave with Commitment


Facilitation and Event Design Skills

↗Room Type & Arrangement ↗Agenda/objectives ↗Co-facilitators ↗Welcome everyone ↗Set Ground Rules ↗Stay on time ↗Watch body language

↗Deal with Disrupters ↗Deal with Social Loafers ↗Respect all ↗Be flexible ↗Summarize and pause ↗Seek Commitments ↗Thank everyone


Outline of Workshop Activities:

↗Facilitation Exercises: ↗Facilitator Skills ↗IPEC Competencies review and case-based vignettes ↗Simulation ↗Teachable Moments ↗Brainstorm New IPE Learning Experiences

↗Gain Commitment/Next Steps


Review Training Material

Curriculum Learner Handouts FAQ Facilitator Guide Tips









Audit a Student Exposure Workshop

Audit a Clinic Audit a

Discussion Group

Audit a Simulation

Event Audit a xxx

Co-Lead Student

Exposure Workshop

Co-Lead as Preceptor

Co-Lead a Discussion

Group

Co-Lead a Simulation

Event Co-Lead a xxx

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2th St

Pre

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201 IPE Facilitator Certification Workshop

101 Interprofessional Collaboration: Theory and UAMS Application

IPE FACILITATOR CERTIFICATION Facilitator Master Facilitator

For Certification Workshop schedule and curricular materials: www.IPE.uams.edu

http://www.ipe.uams.edu/

Assessment and Evaluation

•Assessment tools • Event • Knowledge and Skill • Attitudinal/culture change • Commitment to future events, IPE, IPCP • Aligned with student assessment tools


Exemption Policy


1 year of IPE Certification Completion Rates

• In process: 41 •Facilitator: 26 •Master Facilitator: 13


Continuing Education for all Events

• UAMS recently


Faculty Tracking Database • Unique identifier for assessment data • Similar questions to student tools

• Reach within UAMS • Depth of engagement • Impact long-term


Attend Faculty Development Courses

For schedule: www.IPE.uams.edu OR Blackboard IPE Community


http://www.ipe.uams.edu/

UAMS Faculty Development Model and Metrics to Date: Faculty Facilitator Skill-Building and Institutional Certification

www.facebook.com/uamsipe [email protected] https://twitter.com/UAMSIPEFaculty


IPE 101


Interprofessional Collaboration

Interprofessional Education

Interprofessional Research

Interprofessional Practice

Interprofessional Education

Collaboration and teamwork can BEST be achieved if it starts early.” Robert Wood Johnson Foundation, 2011

Evidence-based learning outcomes…

Skills in 4 core domains Respect of other

professionals Positive attitudes toward

team-based decision-making


Interprofessional Collaborative PRACTICE

• Learning from, about, and with one another

• To improve patient care


Research shows IPE enhances… • Patient satisfaction • Disease specific outcomes • Patient safety • Cost-savings through

coordinated care • Student satisfaction • Provider satisfaction


Interdisciplinary Collaborative Research

• Learning from, about, and with one another

• To discover, test, and disseminate new knowledge.


Interdisciplinary Collaboration: Team Science


Patient Care

Population Health

Reduced Cost

Provider Satisfaction

Quadruple Aim

Core Competencies for Interprofessional

Collaborative Practice Roles and

Responsibilities Values and Ethics

Communication Teamwork

Clinical Practice

Research

Students & Faculty

Education


Conclusion of 101: Preparing the current and future workforce to: Learn together Practice together Research together All work together to positively affect the “Quadruple Aim”


Unifying Concepts


Strategic Partnerships • Office of Continuing Education • Regional Programs • UAMS Center of Distance Health • The UAMS Clinical Enterprise • New Faculty Orientation Resource Day • Women’s Faculty/Minority Faculty Groups • Speed Mentoring • UAMS Translational Research Institute • The Graduate School/Student Research Day • AR BCBS (CMS) • Delta Dental


uams faculty development model and metrics to date for ...€¦ · inception and has been involved...

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