uk deans’ interprofessional honors colloquium andrea pfeifle, edd, pt center for interprofessional...
TRANSCRIPT
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UK Deans’ Interprofessional Honors Colloquium
Andrea Pfeifle, EdD, PTCenter for Interprofessional HealthCare Education, Research & Practice
James C. Norton, PhDCollege of Medicine
Patricia Burkhart, PhD, RNCollege of Nursing
James Ballard, MS,EDCenter for Interprofessional HealthCare Education, Research & Practice
Kevin Pinto, MS BSN student
College of NursingParticipant in DIHC
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History
• IPE ad hoc group formed 2007
• Six health sciences colleges represented
• Active support of deans
• Members included associate deans, interested faculty, students, staff
• Guiding principles
• AHEC Program initial driver
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Initial Projects
• Calendar coordination
• Creation of a model rotation at an AHEC site
• Creation of an IPE service learning opportunity
• Creation of an IPE elective – DIHC is the response
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DIHC Key Elements
• All colleges to be represented• Students to be chosen by Deans based on
academic performance, commitment to team learning and team care
• Registration limited• Would address a clinically relevant content area• Would include active learning strategies
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Initial Offering
• Had to recruit students willing to be ‘selected’
• Faculty interest was not a problem
• Some issues raised about faculty time commitment and DOE
• Faculty roles included content delivery and small group facilitation
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DIHC 2.0
• Student response has been overwhelmingly positive
• Recruitment no longer an issue
• DIHC 2.0 created for those who want to continue with an implementation project
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Description
• Interactive seminar-based forum within which to explore the characteristics and implications of interprofessional practice around one or more cross-cutting healthcare challenges
– Childhood obesity, 2009-2010– HIV/Aids, 2010-2011– Domestic Violence, 2011-2012
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Enrollees, 2009-2012
• Communications Disorders 2• College of Communications 1• Dentistry 18• Medicine 30• Nursing 28• Pharmacy 15• Physical Therapy 17• Physician Assistant 18• Public Health (MPH, DRPH) 18• Social Work 13
160
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Competencies
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Course Elements
• Seminar (4 to 5 sessions)
• Mile Marker project – in teams
• Self- and Peer- Assessment
• Interprofessional Shadowing
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Core Student Assessment Elements
• Attendance
• Pre/Post Course Assessmento Attitudes toward HealthCare Teams 1
o UK Interprofessional Learning Outcomes Assessment
• Self, Peer Team Competencies Assessment
• Mile Marker Presentation
• Reflective Writing
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Funding for DIHC
• Center for Interprofessional HealthCare Education, Research & Practice
oOffice of the Provost oOffice of Executive Vice President of Health Affairs at
UKHC
• Health care Colleges Deans’ support of faculty involvement (in-kind resource sharing)
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Resources for DIHC
• Administrative Structureo Course Directors – Center, College of Medicine, and
College of Nursingo Steering Committee – College representatives
• Deans’ support of faculty participants– 8 Colleges
• College IP champions
• Eager, interested students
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Required Skills
• Faculty dedicated to interprofessional education and practice
• Students eager to learn with, from, and about each other to improve communication, collaboration and patient care outcomes
• Faculty development related to interprofessional delivery models
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Evaluation
• UK Instrument o Self-reported Pre/Post attitudinal change o Students rate interactions with other professions
• Attitudes Toward Health Care Teams Scale (ATHCT) 1
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Evaluation Plan
• Map instrumentation to the IP Core Competencies 2
• Pedagogy is content neutral
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UK Instrument: Relationship to IP Core Competencies (cite)
I. Values and Ethics
II. Roles and Responsibilities
IV. Team and Teamwork
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Attitudes Toward Health Care Teams Scale (ATHCT)1
• Subscaleso Quality of Care/Process (14 items) o Physician Centrality (6 items)
• Quality Scale showed significant change
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Summary of Outcomes
• Pedagogy addresses domains if IP Core Competencies 2
• Not dependent on course subject matter
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Student Satisfaction: Themes
• Working with students from other professions (VE)
• Understanding roles and responsibilities of other professions (RR)
• Appreciating others’ point of view (CC)
• Acknowledging team approach to healthcare (TT)
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Significance
• Demonstrates academic silos can be broken down efficiently
• Team-based educational model was effective
• “In-kind” exchange of resources
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Significance
• Through the looking-glass – new perspectives
• Changes in students’ perceptions
• Respect for other professions
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Lessons Learned
• If you build it, they will come
• It takes a village
• Experience is the best teacher
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Lessons Learned
• Faculty satisfaction is high
• Student satisfaction is high
• Keep the main thing, the main thing
• Nothing ventured, nothing gained
• Think out side of the box
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Student Perspective and Questions
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References1. Heinemann, G.D.. Et al., Development of an Attitudes toward Health Care Teams Scale. Eval Health Prof. 22(1): p. 123-142.2. Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.
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ContactAndrea Pfeifle, EdD, PT
Center for Interprofessional HealthCare Education, Research & [email protected]
James C. Norton, PhDCollege of Medicine
Patricia Burkhart, PhD, RNCollege of [email protected]
James Ballard, MS,EDCenter for Interprofessional HealthCare Education, Research & [email protected]
Kevin Pinto, MS BSN studentCollege of NursingParticipant in [email protected]