Assessing Health Professional Education Workshop Summary (2014) / Chapter Skim
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Appendix C: October 9, 2013, Poster Session: Abstracts
Appendix C: October 9, 2013, Poster Session: Abstracts
Pages 99-124
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C.5 Evaluating the Impact of Interprofessional Education: 106 Measuring Student Attitudes and Readiness Outcomes Related to Health Care Delivery in a Community-Based Interprofessional Education (IPE) Program 99
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C.8 Evaluating Competencies in IPE 110 C.9 Increasing the Impact of Academic Institutions on the 112 Development of Equitable Health Systems Through a Social Accountability Evaluation Framework C.10 Transdisciplinary Health Professional Education: 113 Assessing Interprofessional Competencies into Alcohol and Other Drug Use Screening C.11 Health Informatics as a Bridge to the Underserved: 114 Primary Care Strategy C.12 Assessment of Blended Learning: Teaching 116 Interprofessional Collaboration to a Hybrid of Graduate and Undergraduate Students from Multiple Professional Programs Using a Web-Enhanced Model of IPE and TeamSTEPPS C.13 Evaluating the CIHLC Collaborative Leadership 118 Education Program C.14 Student Perceptions of Physician-Pharmacist 119 Interprofessional Clinical Education (SPICE) : Instrument Development and Validation
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. Aim To assess to what extent the different ways student participation in the medical training at Ghent University contributes to acquiring skills that could be useful for transformational leadership.
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Conclusion Student participation in the development and quality assurance of the medical curriculum, and the existence of a formal student organization, together with an open attitude of the staff toward student
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Saint Louis University Objective To explain the innovative model used in an interprofessional education (IPE) course to help students analyze and reflect on complex patient situations.
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A major focus of the center is to improve the health outcomes of patients, families, and communities by supporting the development and implementation of an innovative IPCP model. This NP-led TEAMcare model is implemented with a collaborative team composed of highly functioning diverse health professionals, including family and psychiatric mental health nurse practitioners, registered nurse (RN)
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Aim This paper presents the initial data from an ongoing study about the outcomes of teaching and learning strategies that seek to improve the social responsiveness of health care professionals in South Africa. It explores the career choices and the geographical location of the WSU medical graduates who are certified for independent practice.
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at two community-based urban clinics extending classroom IPE experiences. IPE is a growing area of interest in the health care professions, focused on roles and responsibilities, values and ethics, communication, and teamwork (IPEC Expert Panel et al., 2011)
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3. Use data from IP clinical teams regarding interprofessional com munication as a foundation for improved patient outcomes and health care delivery.
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University of New England Background Educating health professionals to deliver safe, patient- centered care in a fast-paced, ever-changing health care milieu requires collaborative teamwork that begins in the classroom and translates to the community. While, fundamentally, it is well understood that team-based care is good for patients, there is a paucity of literature looking at the evaluative effectiveness that collaborative teamwork has, and its future impacts, as we navigate through the daunting land of health care reform.
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The CHANNELS Project brings interprofessional education and interprofessional collaboration (IPE and IPC) from classroom to community by embracing our community of interest the immigrant and refugee communities of Portland, Maine, as natural partners on the collaborative health team.
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In this project, technology supports the delivery of the IPE curriculum focused on the oral-systemic health connection to ANP/FNP and dental students and provides the foundation for documenting clinical care and communication via an electronic health record. Methods The first portion of the curriculum focuses on IPE core competencies and is delivered in face-to-face seminars along with online, Webbased peer-to-peer problem-based learning exercises for ANP/FNP students in their first year of course work and to sophomore dental students.
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Data on evaluation of program outcomes and the psychometric properties of scales used will be reported as will recommendations for future methods of assessing competencies in interprofessional education/learning. Conclusion This technology-enhanced IPE program has the potential to increase quality, access to care, and health care delivery.
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Community engagement, hardwired into all aspects of their work, is at the heart of their success. The schools jointly developed THEnet's Evaluation Framework for Socially Accountable Health Professional Education.
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Challenges and opportunities to integrate interprofessional education to improve the competencies of health care students and practitioners resulted in more interprofessional understanding and better patient care. Significance Health care professionals are key providers who can perform an easy, evidence-based practice screen for alcohol and other drug use with all patients across settings.
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C.11 HEALTH INFORMATICS AS A BRIDGE TO THE UNDERSERVED: PRIMARY CARE STRATEGY Gayle Roux, Ph.D., R.N., NP-C Texas Woman's University In the Institute of Medicine (IOM) workshop summary, Establishing Transdisciplinary Professionalism for Improving Health Outcomes, individual experts characterized transdisciplinary professionalism as "a shared social contract that ensures multiple health disciplines, working in concert, are worthy of the trust of patients and the public" (IOM, 2014, p.
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Tiny Town, Texas, provided a framework for f acilitating interprofessional teams of students to determine how to measure population health outcomes, select technological strategies for improvement of care, and perform cost/benefit analyses. Better patient care with interprofessional collaboration The second assessment within the framework of an interprofessional class focused on technology-enhanced health promotion and telemedicine.
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C.12 ASSESSMENT OF BLENDED LEARNING: TEACHING INTERPROFESSIONAL COLLABORATION TO A HYBRID OF GRADUATE AND UNDERGRADUATE STUDENTS FROM MULTIPLE PROFESSIONAL PROGRAMS USING A WEB ENHANCED MODEL OF IPE AND TEAMSTEPPS Susan Schmidt, Ph.D., Judi Godsey, M.S.N., R.N., Lisa Niehaus, M.S.N., R.N., and Debra VanKuiken, Ph.D., R.N. Xavier University Xavier University (XU)
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Teaching and learning experiences were designed using a technology-rich environment that promotes the development of competent, interprofessional, health care leaders. A comprehensive program of study guided by the four core interprofessional collaboration domains and 38 related competencies outlined by the Interprofessional Education Collaborative (IPEC)
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was chosen as one of the four university collaboratives selected by the IOM Board on Global Health to develop leadership programs based on the recommendations of the Lancet commission report on health professional education. The CIHLC is developing a globally adaptable, evidencebased collaborative leadership program through which emerging leaders will develop the capacity for system transformation for context-adaptable, community-engaged, socially accountable improvements in health.
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The overall evaluation focus will be on quality, relevance, and usefulness; the progress of the action project; the effectiveness of the education program; and the successes, lessons learned, and future directions of the CIHLC Collaborative Health Leadership Program. The knowledge acquired through the evaluation and other knowledge development work is expected to contribute to the evolving conceptualizations of collaborative leadership, inform pedagogical practices for transformational learning, and provide tools to determine the effect of professional education and collaborative leadership on individuals, communities, and health systems.
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. Methods Faculty members from the Texas Tech University Health Sciences Center Schools of Medicine and Pharmacy generated a pool of 20 items for the SPICE instrument, envisioning a three-factor (i.e., subscale)
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, Roles/Responsibilities for Collaborative Practice (items 2 and 7) , and Patient Outcomes from Collaborative Practice (items 3 and 4)
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Conclusions This study detailed the development and validation of the SPICE instrument, a novel tool intended to assess the impact of IPE experiences on medical and pharmacy students. The SPICE instrument consists of 10 items and three factors devoted to interprofessional teamwork and team-based practice, roles/responsibilities for collaborative practice, and patient outcomes from collaborative practice.
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Washington, DC: Interprofessional Education Collaborative. Liaison Committee for Medical Education.
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