See General Information for schedule.
Interprofessional Collaboration on the Run: An online module series for busy people
Victoria Wood, John Cheng, Christie Newton, and Donna Drynan
All presenters are from The University of British Columbia
University/college and practice-based educators
- Analyze the strengths and limitations of technology as a means of enabling IPE
- Explore how effective use of technology can enhance IPE
- Gain familiarity with the IPC on the Run online module series
- Strategize ways to use the modules in different contexts
- Share other tools and resources that use technology to support IPE
The IPC-on-the-Run series was developed by a committed group of faculty members and community partners working closely with both the content developer and instructional designer who will facilitate the workshop. Participants will be introduced to the IPC on the Run online module series and have the opportunity to strategize ways to use this and other technology to support the delivery of IPE in their setting. The workshop will provide participants with a number of tools and resources as well as a forum to share resources they may be aware of.
Strategies for Climate Change: Building a Positive and Sustainable Interprofessional Identity
Anne Stewart, Emily Akerson, Julie Sanford, Lisa McGuire, Merle Mast, Stacey Pavelko, Tim Schulte, and Linda Hulton
All presenters from James Madison University
Educators, practitioners, researchers, students, and administrators interested in promoting IPE/IPCP climate change in their organization
- Describe assessment strategies to promote climate change toward an institutional interprofessional identity
- Participate in a demonstration of an innovative qualitative research method, the nominal group process, to engage participants in planning for IPE culture change
- Engage in roundtable exploration of strategies and tools used in successful interprofessional initiatives in teaching, research, and/or practice that serve as a catalyst for culture change
- Select strategies for implementing IPE/IPCP climate change activities in their setting
System wide change is challenging. How do we change the culture at academic institutions from one of discipline-specific "ivory silos" to open fields of interprofessional learning and inclusiveness? This workshop will use engaged learning pedagogy to provide participants with strategies to facilitate system change. We will share how we assessed the state of IPE across our own silos and created common ground for inclusive learning. We will describe the diverse data collection activities, procedures, and formats we employed and share the threats revealed by a SWOT analysis. The participants will engage in a demonstration of the nominal group process technique to examine the utility of this method for their institutions.
We will discuss how we developed structured recommendations and share exemplars of IPE/IPCP for participants to consider replicating in their own settings. We will also note strategies to mitigate challenges and provide participants with a variety of IPE/IPEC models to be personalized to support climate change at their home institutions. We will provide access to the measures, results and recommendations.
Exemplary projects and strategies offered in round table discussion groups (participants will attend three) include:
- IPE Seminar - Discuss a one-day case-based workshop for graduate and undergraduate students, across seven professions, to apply the concepts of collaboration in a school environment.
- Health Policy Collaborative - Learn how team-based learning is used to prepare students to effectively advocate for health and propose solutions to complex health policy challenges in an annual summit of health and business students and faculty.
- Reflection Papers: A Qualitative Evaluation - Discuss the procedures and results of a qualitative analysis of reflection papers assessing interprofessional identity development of undergraduate students in health professional programs.
- Successful Virtual Teams - Learn about specific strategies and software used to address challenges in team process and to design successful virtual team learning activities in on-line courses.
- The Health Place - Discuss lessons learned in developing an interprofessional integrated primary care and behavioral health clinic in a rural setting involving students, faculty and community partners.
- Suitcase Clinic - Learn about the development, implementation, and evaluation of an interprofessional care program for homeless clients involving students, faculty, and clinicians.
The National Center for Interprofessional Practice and Education: Generation of Evidence for IPECP
Barbara Brandt, Frank Cerra, Nawal Lutifyya, and Judith Peckacheck
All presenters from the University of Minnesota
Anyone interested in conducting intervention research regarding IPECP
- Articulate the National Center's Nexus of Inquiry of team science approach to studying IPECP
- Understand the National Center's comparative effectiveness research (CER) agenda to studying IPECP
- Describe the intervention approach of living laboratories (incubators) for testing IPECP models that integrate education and practice
- Discuss the generation and collection of essential data to enable sound analyses in the National Center Data Repository (NCDR)
This workshop will entail a combination of hands-on activities and didactic elements intermixed over a 4 hour time frame. The didactic sessions will entail 15 minute lectures on multiple topics including describing intervention research in IPECP, comparing and contrasting comparative effectiveness research (CER) designs to other others such as randomized control trials (RCTs), defining health and education related outcomes at multiple levels (micro, meso and macro) to incorporate into IPECP research design and analysis, and strategies for collecting IPECP data in a data warehouse or repository such as the National Center Data Repository (NCDR). The outcomes defined by the Triple Aim (improve quality of care, improve population health, reduce the per capita cost of care) will inform the discussion of multi-level health and education related outcomes.
The hands on dimension of the proposed workshop will comprise small groups (of 3-4 people) working on defining IPECP interventions (one per group), articulating multi-leveled outcomes directly connected to the developed interventions (at least one micro, meso and macro outcome per intervention), that are studied using a CER design.
Interprofessional Team Simulations: Bringing Clinical Relevance to "Roles and Scopes"
David Trinkle, Virginia Tech Carilion School of Medicine
Wilton Kennedy, Jefferson College of Health Sciences
David Musick, Virginia Tech Carilion School of Medicine
Heidi Lane, Virginia Tech Carilion School of Medicine
Corey Heitz, Virginia Tech Carilion School of Medicine
Interprofessional educators of various professions, simulation professionals, standardized patients, students, researchers, clinicians and administrators
- Identify team based simulation methods that demonstrate interprofessional roles and teamwork
- Participate in three simulation exercises designed to illustrate the challenges associated with teaching interprofessional roles with both junior and senior level learners
- Describe difficulties and successes with simulations involving interprofessional roles and team work in health professions education
- Apply various Team Debriefing Models to Simulation Scenarios
- Review and Synthesize best models for simulation debriefing, peer evaluations and team contracts for team simulations
- Gain an appreciation of team based simulation models for learners at different educational levels.
The Virginia Tech Carilion School of Medicine (VTCSOM) and Jefferson College of Health Sciences have collaborated over the past five years to deliver interprofessional education (IPE) content to students. From its inception, VTCSOM's curriculum has consisted of four domains of equal importance, one of which is interprofessional education (IPE). IPE includes a year-long in-class curriculum for first year nursing, physician assistant, and medical students focusing on teamwork, roles and leadership. Throughout our IPE curriculum, we conduct various high fidelity and low fidelity simulations focused on the IPEC core competencies. Analysis has shown that while students tend to enjoy this type of activity, it is difficult to demonstrate what they actually learn and put into practice. Difficulties in providing this type of educational experience include students with varied education and experience levels, teaching teamwork roles to students who lack both professional identities, and familiarity with their future scope of practice. Learner feedback also demonstrate some success in using effective debrief methodology and assisting learners in how to conduct peer evaluations. In short, it is an ongoing effort to find effective ways to meet our educational objectives and demonstrate the attainment of IPEC core competencies.
This workshop will demonstrate two unique team simulations in a "fishbowl method," (using a well-equipped and user friendly auditorium at VTCSOM), and a three-phased team simulation (using OSCE suites and including Standardized Patients). These activities will be recorded for immediate review and feedback by participants. Some attendees will be asked to participate in the demonstrations and debriefing sessions. The workshop will include a focused discussion on the simulations and participants will synthesize various debrief models to create a new model that aligns with the IPEC competencies and an improved team simulation debrief method. The workshop will use Poll Everywhere technology for feedback and interaction.
Measuring the Impact of Interprofessional Education: Best Practices from Gerontology and Geriatrics Education
David N. Dickter, Western University of Health Sciences
Judith L. Howe, Icahn School of Medicine at Mount Sinai
Anabel Pelham, San Francisco State University
Donna Schafer, National Association for Professional Gerontologists
John H. Tegzes, Western University of Health Sciences
Edward F. Ansello, Virginia Commonwealth University
Educators and researchers wishing to develop their own assessment and evaluation tools at their own institutions, as well as participants interested in IPE lessons from geriatrics/gerontology practice and/or seeking to apply advances in IPECP to the care of older adults
Participants will learn about and have an opportunity for hands-on application of assessment tools involving geriatrics and gerontology for collaborative practice. Session attendees will be able to:
- Understand how the methods and measures used in three gerontology and geriatrics projects can be applied to interprofessional education and collaborative practice (IPECP) and implications of advancements in IPECP for geriatrics/gerontology education and practice;
- Apply assessments to measure educational and treatment outcomes to their own projects and institutions;
- Compare lessons learned with other attendees who are involved in measuring skill outcomes and competencies.
This workshop explores the synergies between interprofessional education and collaborative practice (IPECP) and geriatrics/gerontology for measuring outcomes of education and practice programs. Healthcare practices related to the care of older adults are necessarily interprofessional as they involve the treatment of multiple conditions requiring multiple professions and specialties. Given the growing proportion of this demographic in North America, there is a strong need to ensure that healthcare providers will have the necessary geriatric competencies and that educators can assess learners as part of educational/training programs. At the same time, the need to integrate conceptual frameworks and competency models with outcome assessments is an imperative in interprofessional education. In this workshop, three projects will be presented, highlighting three approaches and measures to outcomes evaluation. These include:
-An interdisciplinary team training program developed for the U.S. Veterans Administration to train providers in team-based care of older adults;
-A gerontology competency assessment developed in partnership with National Association for Professional Gerontologists; and
-An observational assessment approach for measuring IPE-related skills among health professions students participating in an outpatient collaborative care scenario involving older adults.
-Workshop participants will have hands-on, interactive experience using the tools and approaches discussed.
There is Nothing So Practical as a Good Theory in IPE and IPP
Khalili Hossein, Fanshawe College
Phillip Clark, University of Rhode Island
Barbara Maxwell, Arizona State University
Valerie Ball, The University of British Columbia
Annette Iglarsh, Endicott College
Madeline Schmitt, University of Rochester Medical Center
Richard Pitt, The University of Nottingham
John Gilbert, University of British Columbia
Elizabeth Anderson, University of Leicester
- Educators and curriculum developers seeking to increase the rigor of their IPE curriculum design and delivery
- Researchers wishing to increase the theoretical rigor of their IPP studies and evaluations
- Practitioners wishing to increase the application of theory to quality collaborative clinical practice
- Theorists who wish to understand how theory can be effectively applied to clinical practice in such a way that it has real life practical utility
- Graduate students who are in the process of developing their research studies
In this workshop we will use a knowledge co-creation and an integration approach with narrative theory to demonstrate the application of theory in conducting research and quality improvement projects in IPE and IPP. On completion of this workshop participants will be able to:
- Identify a range of theories that underpin IPE and IPP
- Identify the applicability of theory in conducting research and quality improvement projects in IPE and IPP
- Discuss real life educational and practice issues that may be informed by the application of new theoretical knowledge.
- Reflect on theoretical underpinnings of their interprofessional activities.
- Apply theory in IPE/IPP case studies
This workshop follows successful In-2-Theory workshops at CAB IV and ATBH VII, and represents a continuation of those workshops focused on the role of theory in knowledge generation through interprofessional education (IPE) and practice (IPP) research. The development of a theoretical framework and application of theory are essential in IPE and IPP research; however, current literature in the field still lacks use of theory to frame research studies in answering questions and addressing problems. In this workshop we will explore and share the knowledge and skills to understand and effectively use theory as a framework for research to address and resolve educational and clinical practice challenges. Acknowledgment: Some of the materials used in this workshop have been developed by the In-2-Theory group who are not able to participate in this workshop. We thank you Drs. Sarah Hean, Christopher Green, Shelley Doucet and others for sharing the material for this workshop.
Train-the-Trainer Faculty Development Model for IPE and ICP
Brenda Zierler, University of Washington
Les Hall, University of Missouri
Valentina Brashers, University of Virginia
Sarah Shrader, University of Kansas
Faculty who teach and practice, preceptors and clinical faculty who teach/facilitate students/trainees in clinical settings, administrators in education and health systems
- Discuss strategies and approaches for implementing and evaluating a train-the-trainer faculty development program for IPE/ICP.
- Immerse faculty in experiential learning using simulated cases to address core elements of a faculty development program, including facilitation (in classroom and clinical settings), providing feedback, cultural competence and integration of team strategies into practice.
- 3: Identify and practice effective facilitation and coaching strategies for faculty and preceptors.
During this CAB V preconference workshop we will utilize video clips and simulated cases to address facilitation challenges in classrooms and clinical settings, demonstrating approaches to developing IPE/ICP faculty and preceptors. The session will interactively present a new, sustainable "train-the-trainer" Faculty Development Program and will share the innovative approaches that four national FD sites are using to deliver content.