Experiential learning in interprofessional educa tion
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Experiential Learning in Interprofessional Educa tion. Joe Schwenkler , MD Medical Director Physician Assistant Program School of Health Related Professions Rutgers Biomedical & Health Sciences. Experiential Learning. Reflection, critical analysis and synthesis

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Experiential learning in interprofessional educa tion

Experiential LearninginInterprofessional Education

Joe Schwenkler, MD

Medical Director

Physician Assistant Program

School of Health Related Professions

Rutgers Biomedical & Health Sciences

Experiential learning
Experiential Learning

  • Reflection, critical analysis and synthesis

  • Opportunities for students to take initiative, make decisions, and be accountable for the results

  • Opportunities for students to engage intellectually, creatively, emotionally, socially, or physically

  • A designed learning experience that includes the possibility to learn from natural consequences, mistakes, and successes

Source: Experiential Learning Center

University of Colorado

  • Established on February 12, 2013

  • Representatives from four schools:

    • Rutgers PA Program

      • Joe Schwenkler, MD- chair

      • Lori Palfreyman, PA-C

    • RWJ Medical school

      • Rob Zachow, Ph.D.

      • Joyce Afran, MD

    • Rutgers College of Nursing

      • Maureen Esteves, Ph.D., R.N.

    • Ernest Mario School of Pharmacy

      • Rolee Pathak Das, Pharm. D.

  • Students from each program participated in the planning sessions

Principles of interprofessional education
Principles of Interprofessional Education

  • Longitudinal training, developing relationships with peers

  • Opportunities for collaborative problem solving

  • Explore how to function effectively on teams

  • Ensure that graduating students have the foundation for collaborative practice

  • On-going program evaluation

Rutgers rwj interprofessional education initiative website
Rutgers/RWJ InterProfessional Education Initiative Website


Moodle Course utilized for central storage of case info and suggested readings

2 013 2014 ipe seminars students


2013/2014 IPE Seminars (students)

  • IPE Patient Centered Medicine run by RWJMS

    • Geriatrics (250)

    • Caring for patients with limited English proficiency (180)

  • IPE Physiology Small Groups run by RWJMS

    • Asthma (250)

    • Nephrotic Syndrome (180)

    • Uncontrolled Hypertension (180)

  • IPE Case Conferences

    • CVA run by PA Program (350)

    • Medical Errors run by Pharmacy, Scheduled on 3/19/14 (400)

  • IPE Simulation Sessions run by the College of Nursing

    • To start with asthma case scenario April 3, 2014

    • Plan to expand to 48 students every other week

New ipe seminars planned for 2014 2015
New IPE seminarsplanned for 2014/2015

  • IPE Case Conference: The Hospice Team

    • To be coordinated by the School of Social Work

    • Modeled after the CVA Case Conference with the addition of New Brunswick Seminary students

  • PCM Shadow Experience

  • Nurse/PA Cadaver Lab

  • New simulation scenarios emphasizing IPE

Ipe case conference cva 11 25 13
IPE Case Conference: CVA (11/25/13)

  • Seven programs participated (# students):

    • Robert Wood Johnson Medical School (130)

    • School of Health Related Professions:

      • Physician Assistant (45)

      • Dietetics (18)

      • Physical Therapy (30)

    • Rutgers College of Nursing (70)

    • Ernest Mario School of Pharmacy (25)

    • Rutgers School of Social Work (40)

Case conference goals
Case Conference Goals

  • Realize the importance of patient care being provided by Interprofessional (IP) teams in the real world

  • Learning to work as a collaborative unit

  • Skill-building to be able to function as part of an IP collaborative team

  • Understanding the roles, strengths of IP colleagues and what each individual and discipline can bring to patient care

  • Develop relationships with colleagues outside of the student’s own discipline

Research initiative
Research Initiative

  • Collected pre- and post-activity data using validated instrument (about 300 surveys completed)

    • Readiness for Interprofessional Learning Scale (RILS)

    • Paper-based, will use Qualtrics* for future activities

  • Looking at attitudes and perceptions about other disciplines and IPE

    • Assesses value of cooperative learning, trust, respect, professional limitations and professional identity

    • First step toward developing a comprehensive IPE curriculum

  • Identify real and perceived barriers to IPE

    *Qualtricsis a web-based survey design and collection program

Major challenges
Major Challenges

  • Scheduling

    • Several programs had limited student availability due to scheduling conflicts

    • Need to plan further in advance

  • Logistics

  • Case presentation

  • Facilitator training

  • Reflection

  • Data Collection and analysis

Logistical challenges
Logistical Challenges

  • Getting over 350 students and 50 facilitators to the right place at the right time

  • Creating 30 small groups and finding enough rooms

    • About a dozen students did not show

    • Created an imbalance in several groups

  • Balance student representation in each small group

  • Ensure student educational levels are similar

Logistical solutions
Logistical Solutions

  • Utilized Access Database to store data

    • This relational database allows for instantaneous queries and reports

    • Easy to create mailing lists

  • Each participant picked up a place card

    • Name, Program (color coded), and breakout room

      • Also received a list of students & facilitators in their small group

Pa students served as the hosts
PA students served as the “hosts”

  • Enlisted PA students to organize the traffic flow, greet participants, and stand in the aisles

  • Red carnation identified the 45 students hosting the event

Case discussion challenges
Case Discussion Challenges

  • Need to utilize a case that encourages collaboration

  • Need to have aspects of care that relate to all the disciplines involved

  • Need to present the case in a manner that promotes group problem solving

  • Need to emphasize the process taking place within the small group

Case discussion solutions
Case Discussion Solutions

  • Build on a CVA case used by the PA faculty for 2nd year students

  • Utilize a comprehensive appendix for facilitators

  • Role-play the ER entrance of a “stroke patient” in front of the entire audience

    • Let the students take the history and ask for physical exam findings

Case discussion solutions cont
Case Discussion Solutions (cont.)

  • Break out into thirty small groups with a mix of twelve students and one or two facilitators

    • Groups with the best balance “performed” the best

  • This “stroke team” follows the patient from the entrance to the ER until they return home

  • Build in challenges the team needs to deal with (i.e. acute delirium, dysphagia, falls, family issues)

Facilitator t raining challenges
FacilitatorTraining Challenges

  • Bringing a heterogeneous group of about fifty clinicians up to speed on the case

  • Getting the information to the facilitators ahead of time

  • Getting the facilitators to preview the material

  • Getting all facilitators to attend a training session in advance of the case conference

Facilitator training solutions
FacilitatorTraining Solutions

  • Distribute case discussion in advance

  • Comprehensive appendix

  • Postings on website

  • Train the facilitators via mailings

    • Working in an Interprofessional (IP) Group

      • Dr. Afran’s document distributed in advance

  • One hour case review over lunch

  • Debriefing for facilitators at the end of session

Student reflection at the end
Student Reflection at the end

  • What do you feel you learned about the role of other professionals in the care of older patients in particular?

  • Were there any challenges to working as an IP group today?

  • Do you think these challenges come up when providing interdisciplinary care in the actual clinical setting?

  • What are some of the key factors in making IP care work?

  • How has IP communication and dialogue been facilitated?

Ways to improve
Ways to improve?

  • Goal is to have equal # students per program

    • Ensure that all who sign up participate

  • Students should have similar level of education

  • Goal to have two facilitators per small group

    • Each program to supply at least 1 facilitator per 10 students

    • Enlist practicing clinicians:

      • speech therapy and occupational therapy

    • Invite top senior students from each program

  • Develop a webinar for facilitator training